Gender differences in competency development among pre-service physics teachers in Ghanaian colleges of education

Valentina Osei-Himah; Anna Mwinbuabu Naah; Andrews Yirenkyi Kwame Agyemang

doi:10.51867/ajernet.7.3.144

Authors

Osei-Himah, Valentina Atebubu College of Education, Ghana https://orcid.org/0009-0006-7011-3870
Dr. Anna Mwinbuabu Naah Offinso College of Education, P.O. Box 7. Offinso https://orcid.org/0000-0003-3972-4498
Dr. Andrews Yirenkyi Kwame, Agyemang St. Josephs' College of Education, Box 15. Bechem, Ghana https://orcid.org/0009-0008-4555-5276

DOI:

https://doi.org/10.51867/ajernet.7.3.144

Keywords:

Education for Sustainable Development, Gender, Pedagogical Content Knowledge, Physics Education, Teacher Competence

Abstract

This study examined the multidimensional structure of pre-service teachers' competence to teach Physics within Ghana's integrated science and competency-based teacher education system and investigated gender differences across the identified competency dimensions. Guided by perspectives on Pedagogical Content Knowledge (PCK) and Education for Sustainable Development (ESD), the study employed a quantitative cross-sectional survey design involving 180 Level 200 pre-service teachers selected from four Colleges of Education affiliated with the University of Cape Coast using simple random sampling through the lottery method. The target population comprised 340 Level 200 pre-service teachers enrolled in the Primary Education and Early Grade programmes. Data were collected using a structured competence questionnaire and analysed using Principal Component Analysis (PCA) and Multivariate Analysis of Variance (MANOVA). PCA identified four dimensions of competence: professional, pedagogical, social, and personality competence. Professional competence recorded the highest level, whereas personality competence was comparatively lower. Gender differences were evident, with male pre-service teachers demonstrating higher professional and pedagogical competence, while female pre-service teachers demonstrated stronger social competence. The study concludes that pre-service teacher competence is a multidimensional construct and that effective Physics teacher preparation requires balanced development across professional, pedagogical, social, and personality competencies. The findings recommend that Colleges of Education strengthen competency-based teacher preparation through targeted mentoring, practical teaching experiences, collaborative learning, reflective practice, and gender-responsive support, with particular attention to areas of comparatively lower competence. The study contributes empirical evidence from Ghana by integrating PCK, ESD, and gender within a multidimensional framework of pre-service teacher competence and provides a basis for strengthening Physics teacher preparation within competency-based teacher education.

Downloads

Download data is not yet available.

Author Biographies

Dr. Anna Mwinbuabu Naah, Offinso College of Education, P.O. Box 7. Offinso

Head of Science Department
Dr. Andrews Yirenkyi Kwame, Agyemang, St. Josephs' College of Education, Box 15. Bechem, Ghana

Quality Assurance Officer, Science Department

References

Ampiah, J. G., & Adu-Yeboah, C. (2009). Mapping the incidence of school dropouts: A case study of communities in Northern Ghana. Comparative Education, 45(2), 219-232.

https://doi.org/10.1080/03050060902920625

Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683-706. https://doi.org/10.1002/sce.10141

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Buabeng, I., Ossei-Anto, T. A., & Ampiah, J. G. (2014). An investigation into physics teaching in senior high schools. World Journal of Education, 4(5), 40-50. https://doi.org/10.5430/wje.v4n5p40

Canlas, I. P. (2023). Deciphering Kyrgyz science and mathematics teachers' STEM teaching readiness. Eurasia Journal of Mathematics, Science and Technology Education, 19(11), Article em2353.

https://doi.org/10.29333/ejmste/13748

Carlone, H. B. (2004). The cultural production of science in reform-based physics: Girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392-414. https://doi.org/10.1002/tea.20006

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), Article 1. https://doi.org/10.14507/epaa.v8n1.2000

Dervenis, C., Fitsilis, P., & Iatrellis, O. (2022). A review of research on teacher competencies in higher education. Quality Assurance in Education, 30(2), 199-220. https://doi.org/10.1108/QAE-08-2021-0126

Eliyawati, E., Widodo, A., Kaniawati, I., & Fujii, H. (2023). The development and validation of an instrument for assessing science teacher competency to teach ESD. Sustainability, 15(4), Article 3276. https://doi.org/10.3390/su15043276

Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics-Physics Education Research, 6(2), Article 020110.

https://doi.org/10.1103/PhysRevSTPER.6.020110

Fitria, B., Maudin, M., & Yahya, S. (2025). Implementation of professional competence of Islamic religious education teachers towards the achievement of teaching achievement of Grade IV students of State Elementary School 1 Watiginanda, South Buton Regency. Journal of English Language and Education, 10(4), 754-760. https://doi.org/10.31004/jele.v10i4.1084

Guerriero, S. (Ed.). (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD Publishing. https://doi.org/10.1787/9789264270695-en

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hazari, Z., Tai, R. H., & Sadler, P. M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847-876.

https://doi.org/10.1002/sce.20223

Karaarslan Semiz, G., & Teksöz, G. (2016). Integrating sustainable development concept into science education program is not enough: We need competent science teachers for education for sustainable development-Turkish experience. International Journal of Environmental and Science Education, 11(15), 8403-8424.

Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers' pedagogical content knowledge (2nd ed.). Sense Publishers. https://doi.org/10.1007/978-94-6091-821-6

McCullough, L. (2004). Gender, context, and physics assessment. Journal of International Women's Studies, 5(4), 20-30.

Moon, B., & Wolfenden, F. (2012). Teacher education in sub-Saharan Africa: Issues and challenges around teacher resources and practices. In Teacher education in sub-Saharan Africa (pp. 37-53). Symposium Books. https://doi.org/10.5334/2012-03

Naah, A. M., & Osei-Himah, V. (2026). Performance-based assessment of pre-service teachers' planning skills in selected topics in the chemistry curriculum for colleges of education in Ghana. African Journal of Empirical Research, 7(1), 522-536. https://doi.org/10.51867/ajernet.7.1.46

Ningtiyas, F. A., & Jailani, J. (2018). Does teacher's pedagogical competence impact on students' learning achievement? Journal of Physics: Conference Series, 1097(1), Article 012106.

https://doi.org/10.1088/1742-6596/1097/1/012106

Ogunniyi, M. B., & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26(1), 65-79. https://doi.org/10.1007/s10972-014-9415-y

Olsson, T., & Roxå, T. (2013). Assessing and rewarding excellent academic teachers for the benefit of an organization. European Journal of Higher Education, 3(1), 40-61.

https://doi.org/10.1080/21568235.2013.778041

Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students' choice of physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86-118. https://doi.org/10.1080/09500693.2012.718098

Osei-Himah, V., & Adu-Gyamfi, K. (2022). Teachers' perspective of effective use of teaching and learning materials in basic school integrated science lessons. Asian Journal of University Education, 18(1), 256-270. https://doi.org/10.24191/ajue.v18i1.17195

Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2011). Is pedagogical content knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study. Research in Science Education, 41(2), 245-260. https://doi.org/10.1007/s11165-009-9163-8

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135. https://doi.org/10.1016/j.futures.2011.09.005

Selvi, K. (2010). Teachers' competencies. Cultura: International Journal of Philosophy of Culture and Axiology, 7(1), 167-175. https://doi.org/10.5840/cultura20107133

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004

Stouthart, T., Bayram-Jacobs, D., & de Jong, O. (2025). Science teachers' views on student competences in education for sustainable development. Journal of Research in Science Teaching, 62(6), 1617-1653.

https://doi.org/10.1002/tea.22021

Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K., Van de Velde, D., Van Petegem, P., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), Article 02.

https://doi.org/10.20897/ejsteme/85525

Ukoh, E. E. (2025). Influence of students' attitudes, interests, mathematical background, and perception of teacher behaviour on physics achievement in secondary schools. Journal of Research in Environmental and Science Education, 2(2), 142-153. https://doi.org/10.70232/jrese.v2i2.25

UNESCO. (2015). Education 2030: Incheon Declaration and framework for action towards inclusive and equitable quality education and lifelong learning for all. UNESCO.

Zickafoose, A., Ilesanmi, O., Diaz-Manrique, M., Adeyemi, A. E., Walumbe, B., Strong, R., Wingenbach, G., Rodriguez, M. T., & Dooley, K. (2024). Barriers and challenges affecting quality education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030. Sustainability, 16(7), Article 2657. https://doi.org/10.3390/su16072657