SUBJECT CONCEPTION, EFFICACY BELIEFS AND TEACHING EFFECTIVENESS: A STUDY OF JUNIOR HIGH SCHOOL SOCIAL STUDIES TEACHERS IN THE TANO SOUTH DISTRIC

ABSTRACT

The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. Specifically, the study focused on how teachers’ conception of Social Studies affects their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the study comprised of 52 JHS Social Studies teachers. In this study the accessible population was the same as the target population. All the 52 teachers teaching Social Studies in the Tano South district were used for the study. Purposive and convenience sampling techniques were used to sample the respondents for the study. The data for the study was collected using the observation guide, questionnaire and teacher sense of efficacy scale adapted from Tschannen-Moran and Hoy, 2001. Mean, percentages, ranges and correlation were used to analyse the data using SPSS. The findings of the study showed that majority of the Social Studies teachers conceived the subject as citizenship education. Teachers’ also rated their sense of efficacy very high. However, the study revealed that most of the Social Studies teachers teaching effectiveness was low. The low teaching effectiveness would affect the realisation of the objectives of Social Studies. Also, there exist low correlation between teacher efficacy and teaching effectiveness as well as subject conception and teaching effectiveness. The correlation between teacher efficacy and effectiveness was weak and as such it is recommended that there should be a concerted effort to update and upgrade teachers’ knowledge with strong pedagogical skills and better understanding of the task of the Social Studies teacher through workshops and short courses.