Assessing Teaching Effectiveness of the English Grammar Teacher in Public Senior High Schools within the Cape Coast Metropolis Using the Quality Teaching Model

Autor/inn/en	Atta-Asamoah, Obed; Emefa Doe, Jennifer; Narh Tekpetey, Victor; Hepzibah Amprofi Boham, Eunice
Titel	Assessing Teaching Effectiveness of the English Grammar Teacher in Public Senior High Schools within the Cape Coast Metropolis Using the Quality Teaching Model
Quelle	(2014), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Grammar; High Schools; Public Schools; Models; Instructional Effectiveness; Statistical Distributions; Statistical Analysis; High School Students; Educational Environment; Language of Instruction; English Teachers; Teacher Effectiveness; Questionnaires; Ghana + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Grammatik; High school; Oberschule; Public school; Öffentliche Schule; Analogiemodell; Unterrichtserfolg; Wahrscheinlichkeitsverteilung; Statistische Analyse; High schools; Student; Students; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching language; Unterrichtssprache; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Fragebogen
Abstract	The focus of this study was to assess the teaching effectiveness of English Grammar teachers in public Senior High Schools within the Cape Coast Metropolis using the Quality Teaching Model. It sought to ascertain how appropriately the three dimensions of the Quality Teaching Model are addressed in the teaching and assessment practices of the teachers. 45 English Grammar teachers were selected using the census method. The descriptive research design was used to analyse data collected on teachers. The mean, frequencies and percentages were thoroughly discussed. It came to light that to a very large extent, English Grammar teachers appropriately teach to produce deep understanding of important concepts and ideas. It was also realized that they create a supportive learning environment for their students. Largely, learning is made more meaningful and important to students. It was recommended that teachers be motivated to maintain a balance and consistency in the use of the three dimensions of the Quality Teaching Model. The following are appended: (1) Letter of Introduction; and (2) Questionnaire for Teachers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10