IMPACT OF NATIONAL TEACHERS' STANDARDS ON QUALITY AND EFFECTIVE EDUCATION DELIVERY
DOI:
https://doi.org/10.47604/ajep.1575Keywords:
National Teachers' Standards, Effective Education Delivery, QualityAbstract
Purpose: The study focused on the impact of the National Teachers' Standards on quality and effective education delivery.
Methodology: The study adopted a mixed methods approach. In all, 20 tutors and 500 students were selected from 10 Colleges of Education in the Northern part of Ghana using purposive and quota sampling procedures. Data were collected using questionnaire and semi-structured interview guide. Quantitative data were analysed using mean and standard deviation while the qualitative data were analysed using thematic analysis.
Findings: The results showed that the student-teachers explained concepts clearly using examples familiar to learners, employed a variety of instructional strategies that encourages learner participation and critical thinking and paid attention to all learners, especially girls and students with Special Educational Needs, created a safe, encouraging learning environment and used appropriate disciplinary methods in the classroom. From the results, it was concluded that that the student-teachers were positively impacted by the National Teachers' Standards in their teaching practices.
Unique Contributions to Theory, Practice and Policy: Tutors in Colleges of Education increase their training of student-teachers in terms of keeping of records about learners since this found to be an area that needed improvement. Ghana Tertiary Education Commission together with the National Teachers' Council should encourage and ensure that Colleges of Education are implementing the National Teachers' Standards effectively to better prepare student-teachers. Future researchers can adopt the Reform Theory of Action as used in the current study and use the findings of the current study as support for the theory.
Downloads
References
Adu-Agyem, J., & Osei-Poku, P. (2012). Quality education in Ghana: The way forward. International Journal of Innovative Research & Development, 1(9), 164-177.
Adu-Gyamfi, K., & Otami, D. C. (2020). In search of an effective teacher: Ghana's move towards achieving sustainable education through teacher education reforms. International Journal of Higher Education, 9(4), 216-232.
Amakyi, M., & Ampah-Mensah, A. (2016). Dilemma of access and provision of quality basic education in Central Region, Ghana. Journal of Education and Practice, 7(11), 61-65.
Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. Jossey-Bass.
Argyris, C., & Schön, D. A. (1982). Theory in practice. Jossey-Bass.
Barber, M., & Mourshed, M. (2007). How the world's best-performing school systems come out on top. McKinsey & Company.
Ceulemans, C., Simons, M., & Struyf, E. (2012). Professional standards for teachers: How do they "˜work'? An experiment in tracing standardisation in-the-making in teacher education. Pedagogy, Culture & Society, 20(1), 29-47.
Chung, H., & Kim, H. (2010). Implementing professional standards in teacher preparation programmes in the United States: Preservice teachers' understanding of teaching standards. KEDI Journal of Education Policy, 7(2), 355-377.
Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. SAGE Publications.
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1-18.
Elmore, R. F. (2004). School reform from the inside out. Harvard Education Press.
Evans, M. (2020). How teachers' standards can be used to improve the quality of teaching. https://app.croneri.co.uk/feature-articles/how-teachers-standards-can-be-used-improve-quality-teaching
Freytag, J., Hölzer, H., & Sonntag, U. (2017). Adherence to trained standards after a faculty development workshop on "Teaching with simulated patients". GMS Journal for Medical Education, 34(4), 11-22.
Hanushek, E. A., & Rivkin, S. G. (2006). Teacher Quality. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education (Vol. 2, pp. 1051-78). Elsevier.
Hattie, J. (2008). Visible learning (1st ed.). Routledge.
Ingvarson, L. (2002). Development of a national standards framework for the teaching profession. Australian Council for Educational Research Publishing.
Ingvarson, L. C., Kleinhenz, E., Khoo, S. T., & Wilkinson, J. (2007). The VIT program for supporting provisionally registered teachers: Evaluation of implementation in 2005. Victorian Institute for Teaching.
Kannapel, P. J., Coe, P., Aagaard, L., Moore, B. D., & Reeves, C. (2000). Teacher responses to rewards and sanctions. In B. L. Whitford, & K. Jones (Eds.), Accountability, assessment and teacher commitment: Lessons from Kentucky's reform efforts (pp. 127-146). State University of New York Press.
Kelvin, N. (2021). Reasons for developing national teachers' standards-All teachers must read. https://coverghana.com.gh/reasons-for-developing-national-teachers-standards-all-teachers-must-read/
Kleinhenz, E., & Ingvarson, L. (2007). Standards for teaching: Theoretical underpinnings and applications. Australian Council for Educational Research.
Knapp, M. S., & Meadows, J. (2005). Policy-practice connections in state standards-based reform. In N. Bascia, A. Datnow, & K. Leithwood (Eds.), International handbook of education policy (pp.133-11). Kluwer Academic Publishers.
Kriewaldt, J. (2012). Reorienting teaching standards: Learning from lesson study. Asia-Pacific Journal of Teacher Education, 40(1), 31-41.
Kyriakides, L., & Creemers, B. (2011). The impact of quality of teaching on student outcomes: Implications for policy and practice on teacher professional development. https://ivalua.cat/sites/default/files/inline-files/19_10_2011_15_49_28_Ponencia_Taula2_Kyriakidis.pdf
Kyriakides, L., & Creemers, B.P.M. (2008). Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model. School Effectiveness and School Improvement, 19(2), 183-205.
Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25(1), 12-23.
Loeb, H., Knapp, M. S., & Elfers, A. M. (2008). Teachers' response to standards-based reform: Probing reform assumptions in Washington State. Education Policy Analysis Archives, 16(8), 1-2.
Mulcahy, D. (2012). Thinking teacher professional learning performatively: A socio-material account. Journal of Education and Work, 25(1), 121-139.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD.
OECD. (2005). Teachers matter attracting, developing and retaining effective teachers. OECD Publishing.
OECD. (2013). Synergies for better learning: An international perspective on evaluation and assessment. OECD.
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing.
Page, T. (2015). Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany. Journal of Education for Teaching, 41(2), 180-202.
Rvai, N. (2018). What difference do standards make to educating teachers? A review with case studies on Australia, Estonia and Singapore. Directorate for Education and Skills, OECD.
Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247-52.
Sergiovanni, T. J., & Starratt, R. J. (2002). Supervision: A redefinition (7th ed.). McGraw-Hill.
Stecher, B. M., Chun, T, Barron, S., & Ross, K. (2000). The effects of the Washington state education reform on schools and classrooms. Rand.
Toledo, D., Rvai, N., & Guerriero, S. (2017). Teacher professionalism and knowledge in qualifications frameworks and professional standards. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing.
Tummons, J. (2014). Professional standards in teacher education: Tracing discourses of professionalism through the analysis of textbooks. Research in Post-Compulsory Education, 19(4), 417-432.
Vedika, I. (2016). Teachers' education and their role in national development. International Journal of Education and Applied Research, 6(1), 2249-4944.
Wilson, S.M. & Floden, R.E. (2001). Hedging bets: Standards-based reform in classrooms. In S. H. Fuhrman (Ed.), From the capitol to the classroom: Standards-based reform in the states (pp.193-216). The University of Chicago Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Domanko James Dassah, Rev. Fr. Peter Paul Yelletuo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
