Natural science teachers’ curriculum knowledge, self-efficacy beliefs, and classroom practices in the Gomoa East District

Abstract

The study sought to explore natural science teachers’ curriculum knowledge, self efficacy beliefs and their classroom instructional and assessment practices in the Gomoa East District of the Central Region of Ghana. A mixed method sequential explanatory research design was used for the study. Data were collected by administering natural science teachers’ curriculum knowledge (NSTCK) and the science teaching self-efficacy beliefs (STEBI) questionnaires to 232 natural science teachers. Quantitative data were analysed using descriptive statistics, and Pearson Product-Moment Correlation functions of the Statistical Product for Service Solutions (SPSS) version 20. In the qualitative phase of the study, inquiry-based observational guide and semi-structured interview guide were used to explore in-depth information on natural science teacher’s curriculum knowledge, self-efficacy beliefs and classroom practices. The findings revealed that, majority of the teachers’ had low knowledge of the natural science curriculum. It was also found that only professional qualification had a slight positive correlation with natural science teachers’ content knowledge of the primary one curriculum. Also, natural science teachers had a very high PSTE and STOE of the self-efficacy beliefs scale though the interview results indicated that, some of the teachers had low self-efficacy beliefs to teach natural science. The results further indicated that majority of natural science teachers generally adopted child-centred teaching practices at the introduction stage of the lesson but used more teacher-centred instructional strategies for presentation and evaluation of lessons. They did not adequately carry out formative assessment as recommended by the natural science curriculum. It was recommended that in-service programmes, workshops, seminars and short courses should be organized on the natural science curriculum and SBA to improve teachers’ knowledge of the natural science curriculum and their skills in assessment practices.