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Article Open Access May 01, 2024

An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana

Juliana Dontoh 1,*
1
Department of Education, Accra College of Education, Accra, Ghana
Publihed in: Current Research in Public Health (Volume 4, Issue 2, 2024)
Page(s): 66-77
DOI: 10.31586/ojer.2024.924
Received
March 21, 2023
Revised
September 16, 2023
Accepted
January 12, 2024
Published
May 01, 2024
Keywords
Teacher-Trainees’; Academic; Self-Concept; Performance; Colleges of Education
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright: Copyright © The Author(s), 2024. Published by Scientific Publications
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Cite This Article

APA Style
Dontoh, J. (2024). An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana. Current Research in Public Health, 4(2), 66-77. https://doi.org/10.31586/ojer.2024.924
ACS Style
Dontoh, J. An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana. Current Research in Public Health 2024 4(2), 66-77. https://doi.org/10.31586/ojer.2024.924
Chicago/Turabian Style
Dontoh, Juliana. 2024. "An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana". Current Research in Public Health 4, no. 2: 66-77. https://doi.org/10.31586/ojer.2024.924
AMA Style
Dontoh J. An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana. Current Research in Public Health. 2024; 4(2):66-77. https://doi.org/10.31586/ojer.2024.924 
@Article{crph924,
AUTHOR = {Dontoh, Juliana},
TITLE = {An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana},
JOURNAL = {Current Research in Public Health},
VOLUME = {4},
YEAR = {2024},
NUMBER = {2},
PAGES = {66-77},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/924},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2024.924},
ABSTRACT = {This study investigates the relationship between teacher-trainees' academic self-concept and performance in Colleges of Education in Ghana. Utilizing a mixed-methods approach, data were collected from teacher-trainees in Ada and Accra Colleges of Education through surveys and interviews. The study hypothesised that there is no significant relationship between academic self-concept and academic performance among teacher-trainees. Results revealed a statistically significant positive relationship between academic self-concept and performance, indicating that teacher-trainees with higher academic self-concepts tend to perform better academically. Furthermore, gender differences in academic self-concept and performance were explored, with findings suggesting no significant gender disparities in either domain. Institutional factors, such as school climate and resources, were also found to influence academic performance. Recommendations include promoting positive academic self-concept, implementing gender-responsive pedagogy, and creating supportive learning environments in Colleges of Education. By addressing these factors, teacher education programs can better prepare future educators for success in the classroom and contribute to the improvement of educational quality in Ghana.},
}
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%A Dontoh, Juliana
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%J Current Research in Public Health

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%T An Appraisal of Teacher-Trainees’ Academic Self-Concept and Performance in the Colleges of Education in Ghana
%M doi:10.31586/ojer.2024.924
%U https://www.scipublications.com/journal/index.php/OJER/article/view/924

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AB  - This study investigates the relationship between teacher-trainees' academic self-concept and performance in Colleges of Education in Ghana. Utilizing a mixed-methods approach, data were collected from teacher-trainees in Ada and Accra Colleges of Education through surveys and interviews. The study hypothesised that there is no significant relationship between academic self-concept and academic performance among teacher-trainees. Results revealed a statistically significant positive relationship between academic self-concept and performance, indicating that teacher-trainees with higher academic self-concepts tend to perform better academically. Furthermore, gender differences in academic self-concept and performance were explored, with findings suggesting no significant gender disparities in either domain. Institutional factors, such as school climate and resources, were also found to influence academic performance. Recommendations include promoting positive academic self-concept, implementing gender-responsive pedagogy, and creating supportive learning environments in Colleges of Education. By addressing these factors, teacher education programs can better prepare future educators for success in the classroom and contribute to the improvement of educational quality in Ghana.
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