Preparedness of Christian Religious Studies Teachers: Disclosures from Teachers and Students in Missions Senior High Schools in the Western Region of Ghana

Eric Mensah; Isaac Obiri Ampem

doi:10.51867/ajernet4.1.3

Authors

Eric Mensah University of Cape Coast https://orcid.org/0000-0003-2362-8493
Isaac Obiri Ampem University of Cape Coast https://orcid.org/0000-0001-9347-6865

DOI:

https://doi.org/10.51867/ajernet4.1.3

Keywords:

Teacher Preparedness, Pedagogical knowledge, Content Knowledge, Rationale, CRS

Abstract

The study purported to examine the preparedness of CRS teachers in teaching CRS in the Western Region of Ghana. The descriptive cross-sectional survey research design of the quantitative approach was used for the study. The population was 1,445 and made up of all 45 CRS teachers and 1,400 students from mission senior high schools in the Western Region. The sample size was 365 comprising 45 CRS teachers and 320 CRS students. Using the census method, all 45 teachers of CRS were involved in the study. The proportionate random sampling technique was used to select 320 students. Separate questionnaires were used to collect data from CRS teachers and students and the Cronbach Alpha reliability coefficient for both was determined to be .76 and .79 respectively. CRS teachers in the Western Region were found to have a high level of pedagogical practices needed for the teaching of the subject to avoid indoctrination. Likewise, they had high knowledge of the content for teaching CRS. CRS teachers were found to have high knowledge of the rationale for teaching CRS. There was a weak positive non-significant relationship (r= .151, p= .358) between CRS teachers’ pedagogical practices and their knowledge of rationale for teaching CRS. Based on the findings, the study recommended that the Regional Education Directorate in partnership with GES should design programmes for teachers to keep on upgrading to ensure that they are abreast with emerging pedagogies for teaching. Institutions (Universities, colleges, etc) mandated to train teachers should emphasis the rationale for teaching CRS in the methods of teaching CRS courses since the rationale (reasons and philosophy of education) gives direction in teaching.

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