The focus of this study was to determine the influence of religious literacy and multicultural teaching competence on the teaching self-efficacy of Religious and Moral Education (RME) teachers in public basic schools within the Kumasi Metropolis. The research employed a cross-sectional survey design with a sample of 308 RME teachers selected through the stratified sampling technique from 165 basic schools across 14 circuits. Data were collected using questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that religious literacy significantly and positively influenced teachers’ self-efficacy (β = 0.487, p < 0.05), accounting for 23.7% of the variance. Similarly, multicultural teaching competence demonstrated a strong positive effect on teaching self-efficacy (β = 0.711, p < 0.05), explaining 50.6% of the variance. Finally, the study found that religious literacy and multicultural teaching competence together contributed 52.2% to RME teachers' teaching self-efficacy (SD = 0.692, p < 0.05, R² = 0.522). The study recommended that the Ghana Education Service (GES) and the National Council for Curriculum and Assessment (NaCCA) should design and mandate regular in-service training programmes focused specifically on religious literacy for RME teachers. Also, it was recommended that pre-service and in-service training should emphasise awareness of personal biases, deep knowledge of learners’ cultural and religious backgrounds, and practical skills for culturally responsive pedagogy.

The ultimate goal of this study was to determine the influence of religious literacy and multicultural teaching competence of RME teachers on their teaching self-efficacy in the Accra Metropolis. Grounded in culturally responsive teaching and self-efficacy theory, this study employed a cross-sectional survey design. All 441 RME teachers in the eight (8) circuits in the Metropolis which has seventy-two (72) basic schools were involved in the study through the census method. Data were collected using a questionnaire and analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM). Findings revealed that RME teachers reported high levels of RL, MTC, and TSE. Religious literacy and multicultural teaching competence jointly explained 44.2% of the variance in TSE, with a statistically significant positive effect (p < 0.05). It was recommended that, the curriculum for training RME teachers should include in them topics on RL and MTC.

The study aimed to establish the effect of Multicultural Teaching Competency (MTC) on the Culturally Responsive Teaching (CRT) of RME teachers in Cape Coast. The cross-sectional survey design was used. All 150 RME teachers in the 54 schools in Cape Coast were involved in the study through the census method and a 33-item close-ended structured questionnaire was used for the data collection exercise. Data were analysed using descriptive and inferential (Factorial ANOVA and PLS-SEM) statistics. Results revealed that RME teachers have a high level of MTC and CRT even though the students seem not to show interest in the subject leading to them failing in their final examinations. There was a statistically significant effect of RME teachers’ sex, academic qualification, teaching experience, and professional qualification on their MTC F (30, 4) = 7.142, p = .000, partial ƞ2 =.643 and CRT, F (30, 4) = 3.874, p = .000*, partial ƞ2 = .494. The result showed that RME teachers' MTC substantially explained 61.2% of the variation in their CRT. It was recommended that GES and the Metropolitan Education office should provide ongoing professional development opportunities specifically focused on translating MTC principles into actionable strategies.

Challenges are part and parcel of human activities. Quantitatively, a relational survey model research was adopted for the study. The population for this study comprised all Junior High School (JHS) Religious and Moral Education (RME) students in Bokro M/A JHS and the Eziom Methodist JHS in the Nzema-East Municipality of the Western Region. Purposive and random sampling techniques were used to select the schools and respondents for the study. The main instruments for data collection were a test and a questionnaire. The data from both the control and experimental groups on the challenges learners face in using the flipped classroom model in RME were analysed using means and standard deviations. The study indicates the challenges learners face by employing the flipped classroom model to learn include lack of data to access the internet, frequent light outs, lack of technological devices to access contents, frequent power outages, and difficulty in comprehending some of the materials given to them. Given that learners face frequent power outages during periods that they watch videos assigned to them by their teachers, it is recommended that the government and the Electricity Company of Ghana ensure that there is a constant flow of power to allow learners trying to use the flipped classroom to learn are without any hindrance. It is also recommended that the Ghana education service should organise continuing professional development for RME teachers on effective uses of technology in teaching and learning subject concepts. The government should also supply the basic schools with all the needed technological devices to promote effective teaching, learning and assessment.