Ghanaians have expressed worries about the commitment of teachers at public pre-tertiary schools, which has resulted in falling educational standards in the country. Ghanaians have highlighted poor supervision as the primary cause of teachers' commitment, resulting in students’ poor academic performance in external examination. The present study examined supervisory styles and teacher commitment in senior high schools. Using three senior high schools in a Municipality in the Bono region of Ghana as the point of call, this paper provides empirical insights on whether or not supervisory styles of headteachers affect teacher commitment. 152 teachers were sampled using the proportionate sampling technique. The findings indicated that all the supervisory types were perceived to be practiced in the schools. Inquiry-based supervision, however, was adjudged the most practiced supervisory type in the schools. The findings show that only clinical supervision significantly contributes to the prediction of teacher commitment in schools. It was recommended, among other things, that school heads create a working environment that is more supportive, caring, and positive, which provides a space for regular communication, problem-solving and pedagogical quality.
The main aim of this paper is to visualize the historical development and the belief system of Confucianism. Confucianism is a term used in Western literature as the name for the philosophy and religion based on the teachings of its founder Confucius.). Confucius believed that political order can be restored if the ideals, standards, and rites found in the ancient classics were put into practice. This practice developed from an ethico-political system of a paternal government based on the doctrine of humaneness. Confucianism has also spread well beyond China, and its principles and values are highly honoured in East Asian countries such as Japan, Korea, and Vietnam (Morgan 2001). The adoption of Confucianism as the official state ideology made Confucian learning the only legitimate content of state education during the Han dynasty. Confucianism has sometimes been purely humanistic, void of any religious elements. While it is true that Confucius did not dwell much into the religious dimension, there is sufficient inferences in his writings that points to this dimension. The basic tenets of Confucianism are captured in the teachings of Confucius which deal with social and moral values. The texts of Confucianism are traditionally known as the “Four Books and Five Classics”. One common practice derived from of this religion is ancestral worship. This is probably the most recognisable influence of Confucius on Chinese culture. The last section of this review takes a comparative look at Confucianism and Christianity. It points out gaps and the bridges that’s between Christians and Confucianism and how interreligious dialogues and the preaching of the gospel relates to Confucian teachings.
There have been cases when students depict unacceptable behavior traits, which need to be managed by teachers during instructional hours. Using Wolfgang and Glickman Teacher’s Behavior Continuum as the theoretical framework, this study reports classroom management strategies among basic schoolteachers and their implications for teacher education in Ghana. Descriptive research design and a quantitative approach were used; questionnaire was used to gather data from the respondents. One hundred and five (105) teachers were selected using simple random sampling technique. Validity and reliability of the research instrument were tested using expert judgement and Cronbach’s alpha, respectively. Descriptive statistics (means and standard deviations) were used in the analyses of the research questions. The findings were that the majority of teachers used a teacher-centered approach. It was also discovered that teachers had difficulty in managing some disruptive student behaviors, as the most prevalent disruptive behavior exhibited by students was noise making. Some teachers also agreed that once the classroom environment is conducive, it makes teaching easier because the teacher gets the full attention and concentration of students. Teachers should set example for students by acting appropriately at all times; especially, in the classroom. It was recommended, among other things, that teachers pay extra attention to the special needs of students and encourage them to behave in the classroom. While holistic education is governed by a single underlying principle, teachers need to use a variety of approaches and strategies to foster a holistic learning culture.
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