Social Studies Teachers’ professionaI Identity and effective teaching of Social Studies in public Junior High Schools in Gomoa Central district, Ghana.

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.