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Effect of instructional collegiality on teachers’ effectiveness in faith-based junior high schools in the Kumasi Metropolis

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dc.contributor.author Siabour, K. K.
dc.date.accessioned 2024-03-22T13:34:23Z
dc.date.available 2024-03-22T13:34:23Z
dc.date.issued 2021
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/2678
dc.description A Thesis in the Department of Educational Leadership, Faculty of Education and Communication Sciences, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirement for award of the Master of Philosophy (Educational Leadership) degree AUGUST, 2021 en_US
dc.description.abstract The study investigated the effect of instructional collegiality on teachers’ effectiveness in faith-based Junior High Schools in the Kumasi Metropolis. Objectives of the study were to establish the existence of instructional collegiality, the effectiveness of teacher collegiality, find out how instructional collegiality affect teachers’ effectiveness, and to significance of instructional collegiality among teachers in faith-based schools in the Kumasi Metropolis. A descriptive survey design was employed for the study using the quantitative approach. The target population for the study comprised all the 460 teachers in the 38 faith-based Junior High schools. The simple random sampling technique was used to select 172 teachers for the study. Closed-ended questionnaire was used to collect data for the study. The data were computed and analysed descriptively using the Statistical Package for Social Sciences (SPSS). The study found, among others, that teachers considered and responded appropriately to feedback received from colleagues, and collectively analyzed their teaching practice. There was a positive relationship between instructional collegiality and teacher effectiveness. Availability of openness to different opinions and presence of teachers’ sense of responsibility were some of the factors that show effect of instructional collegiality on teacher effectiveness. Based on the findings the study recommends that the Metropolitan Director of Education should organize training workshops for school heads and teachers to address effective instructional collegiality to improve the success of the school. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject instructional collegiality en_US
dc.subject faith-based junior high schools en_US
dc.subject Kumasi Metropolis en_US
dc.title Effect of instructional collegiality on teachers’ effectiveness in faith-based junior high schools in the Kumasi Metropolis en_US
dc.type Thesis en_US


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