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Estimating the extent of educational resource deprivation among basic schools and its effect on quality education in Ghana
By Peter Anti Partey
Policymakers continue to contend with the challenge of measuring and classifying schools concerning educational resources, which makes it difficult for policy development and implementation towards efficient allocation of the scarce resources available to education managers. This study, therefore, sought to estimate the extent of educational resource deprivation among Basic Schools in Ghana and find out its effect on the delivery of quality education. The study used data from the Annual School Census (ASC Data) (2015/16–2018/19) and Basic Education Certificate Examination (BECE) pass rates (2015/16–2018/19) The findings revealed that the extent of educational resource deprivation has improved from 45.1 % in 2015/16–35.4 % in 2018/19 with higher regional disparities. The incidence of deprivation has also improved from a highest 83.6 % to a lowest 77.9 % while the intensity of the deprivation in Ghanaian basic schools changed from 49.6 % to 46.7 % with the northern sector of the country, especially the Brong Ahafo Region recording highest levels of deprivation. Again, it was found that quality basic education as evident in performance in BECE is determined by the availability of library facilities and ICT infrastructure, the nature of school building, supervision, teacher-pupil ratio, and availability of professional teachers. The study recommends the adoption of the Multidimensional Education Resource Deprivation Index (MERDI) as a guiding index in Ghana's educational resource distribution. Also, the Ghana Education Service should prioritise the deployment of quality teachers and the distribution of textbooks and other reading materials. © 2024 Elsevier Ltd
Exploring economics teachers’ efficacy beliefs in the teaching of economics
By Mumuni Baba Yidana
This study explored Economics teachers’ efficacy beliefs in the teaching of Economics. The quantitative research approach was adopted for the study with focus on the descriptive cross-sectional survey design. In total, 125 Senior High School Economics teachers were selected for the study. The Teacher Sense of Efficacy Scale was adapted as the data collection instrument for the study. Both descriptive statistics (e.g. means and standard deviations) and inferential statistics (MANOVA) were used to analyse the data. The study revealed that Economics teachers were more efficacious in instructional strategies (M = 4.14, SD =.94) compared to classroom management (M = 4.04, SD =.97) and student engagement (M = 4.03, SD =.98). Also, it was found out that there was a statistically significant difference in Economics teachers’ efficacy in the teaching of Economics based on their teaching experience. However, the study revealed that there was no statistically significant difference in the Economics teachers’ efficacy based on school proprietorship and school location. Therefore, it was recommended that Ghana Education Service, Ministry of Education and Non-Governmental Organisations should continue to organise professional development programmes for teachers to ensure a continuous, progressive and consistent high efficacy level of Economics teachers. Also, private and public SHS headmasters should organise in-service training and professional development programmes for SHS teachers to further enrich their efficacy level. In the organisation of professional development programmes and seminars for teachers, equal attention should be given to rural and urban teachers. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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