Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools

Adom, Dickson; Sharma, Ekta; Sharma, Sandeep; Agyei, Isaac Kwabena

doi:10.46627/silet.v2i2.68

Cited by 8 publications

(4 citation statements)

References 36 publications

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“…However, items viii and iii were given low priorities by the respondents from all categories in this table, for instance item 8 and 3 indicated by 0.67% and 16.7% respectively by the HOSs. This implies that probably there is dominance of directive decision making from top authorities in regards to the facilitation of availability of teaching and learning physical facilities (Adom, 2021;Setiawan, 2020). In regards to the contribution that can be obtained from the shared strategic vision is improvement of teaching and learning facilities.…”

Section: Resultsmentioning

confidence: 99%

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Amos¹,

Ogoti²,

Siamoo³

2022

BJE

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This study examined the influence of shared strategic vision in participative leadership style on improving the quality of education in public secondary schools in Arusha region, Tanzania. Correlation survey design under quantitative approach was adopted to establish the influence of shared strategic vision on improving the quality of education. Data was collected from 291 respondents, comprising district education officers, heads of schools, academic masters/mistresses, students’ leaders, and teachers. Data was analyzed using both descriptive and inferential statistics. The results of the analysis revealed that shared strategic vision is a vital approach of participative leadership style that enabled the involvement of teachers in preparing a detailed school calendar system to guide teaching and learning activities for facilitating students’ achievements, provides conducive environment for motivating teachers through timely rewards systems, facilitates the sustainable implementation of education goals by ensuring that teaching strategies are guided by clear objectives for improving quality education, facilitates effective monitoring and evaluation of teaching and learning process for ensuring regular and early report of students’ academic progress, increases teachers’ commitment and efficiency to the attainment of students’ performance especially in lesson preparation and syllabus completion. The study concluded that teacher and students’ leaders are mainly implementers of the strategic vision rather than designers and thus affect the provision of quality of education. The study recommended the Ministry of Education, Science, and Technology to develop a clear policy and increase efforts in training and retraining headmasters/mistresses on the proper delegation of responsibility for improving the quality of education in public secondary schools.

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Section: Resultsmentioning

confidence: 99%

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Amos¹,

Ogoti²,

Siamoo³

2022

BJE

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“…Khususnya, Hardika menyoroti bagaimana guru bisa memberikan kebebasan kepada siswa untuk mengeksplorasi dan mengekspresikan kreativitasnya. Soh, (2017) dan Adom et al, (2021) juga menambahkan bahwa sikap guru dan suasana di sekolah sangat penting untuk mendukung kreativitas siswa. Adom khususnya menekankan bahwa strategi mengajar yang lebih fokus pada siswa dan suasana sekolah yang mendukung kebebasan berpikir adalah kunci utama.…”

Section: Hubungan Guru-siswa Dan Metode Penilaianunclassified

Memahami Pendidikan Secara Komprehensif-Integratif Melalui Tokoh Romo Mangun

Manu

2023

tut wuri handayani jkip j.kegur.ilmu pendidik.

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Artikel ini meneliti pendekatan pembelajaran inovatif yang diperkenalkan oleh Romo Mangun, seorang tokoh nasional di Indonesia, melalui pembentukan Sekolah Dasar Eksperimental Kanisius Mangunan (SDEK Mangunan). Pendekatan pembelajaran Romo Mangun ini menekankan pada pembelajaran holistik dan integratif, yang berfokus pada pengembangan karakter manusia yang utuh, bukan hanya dari aspek akademis saja. Romo Mangun menekankan pada pentingnya pembelajaran yang berorientasi pada pengalaman pribadi, eksplorasi, dan kesadaran kritis terhadap lingkungan sosial dan budaya. Artikel ini menggabungkan analisis kualitatif data dari berbagai sumber akademis, buku, dan artikel untuk mengeksplorasi pendekatan pembelajaran Romo Mangun dan kaitannya dengan teori belajar modern, terutama teori Konstruktivisme Sosial. Penelitian ini membahas relevansi pendekatan pembelajaran Romo Mangun dengan metode pembelajaran modern seperti pembelajaran berbasis proyek dan pembelajaran kolaboratif, untuk menghasilkan pendidikan yang lebih manusiawi dan adaptif. Artikel ini bertujuan untuk memberikan wawasan baru dalam implementasi pendidikan yang lebih efektif dan berkelanjutan di Indonesia, sejalan dengan perubahan teknologi dan sosial yang terus berkembang This article examines the innovative learning approach introduced by Romo Mangun, a prominent national figure in Indonesia, through the establishment of the Experimental Primary School Kanisius Mangunan (SDEK Mangunan). Romo Mangun's learning approach emphasizes holistic and integrative education, focusing on the development of a complete human character, not just from an academic aspect. Romo Mangun underscores the importance of learning oriented towards personal experience, exploration, and critical awareness of the social and cultural environment. This article integrates qualitative data analysis from various academic sources, books, and articles to explore Romo Mangun's learning approach and its connection with modern learning theories, particularly Social Constructivism Theory. This research discusses the relevance of Romo Mangun's learning approach to modern educational methods such as project-based learning and collaborative learning, aiming to produce more humane and adaptive education. The article seeks to provide new insights into the implementation of more effective and sustainable education in Indonesia, in line with ongoing technological and social changes.

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“…A growth mindset among teacher trainees can help them with the knowledge and efficacy of student learning. In addition, a developmental perspective can provide teachers with the flexibility needed to promote creativity development and overcome challenges in the education system in Ghana (Adom et al, 2021). Ghanaian society places a high value on education, and students often face tremendous pressure to excel academically.…”

Section: Introductionmentioning

confidence: 99%

Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees

Sofo,

Thompson,

Asola

2024

East Afr. j. educ. stud.

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The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana

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Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools

Cited by 8 publications

References 36 publications

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Shared Strategic Vision in Participative Leadership Style and Quality Education Provision in Public Secondary Schools in Arusha Region, Tanzania

Memahami Pendidikan Secara Komprehensif-Integratif Melalui Tokoh Romo Mangun

Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees

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