Abstract:
The purpose of this study was to investigate the professional identity of Social Studies
teachers and its effect on the effective teaching of Social Studies using Gomoa
Central as a case study. The study employed a quantitative approach to answer the
research questions. The study used a census sampling technique to select all the 45
Social Studies teachers in the Gomoa Central District. The study utilised a closed
ended 4-point Likert Scale questionnaire to elicit responses. The instrument was self
administered after obtaining permission from the headteachers and seeking consent
from the respondents. By employing both descriptive and inferential statistics, the
results indicated that majority of the Social Studies teachers were effective in terms of
their professional identity represented by professional values and attitudes,
professional knowledge and professional practice. Results also revealed that Social
Studies teachers‘ professional identity has a statistically significant and positive effect
on the effective teaching of Social Studies. The study concludes that developing
Social Studies teachers‘ professional identity is a sine qua non to ensuring effective
teaching of the subject which will enrich the goal of sterling performance of students
in Social Studies in the district. The study therefore recommends the need for creating
avenues that encourage professional development of the teachers and the use of
information and communications technology in implementing instructional duties.
Description:
A Thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
