Predictability of Instructional Quality on Teacher Effectiveness in The Preparation of Teachers at The College of Distance Education University of Cape Coast
DOI:
https://doi.org/10.47941/jep.418Keywords:
Distance education, Instructional quality, Trainee-teacher effectiveness, Course tutorsAbstract
Purpose: The purpose of the study was to examine the predictability of instructional quality on trainee-teacher effectiveness in the delivery of Distance Education (DE) in Ghana, focusing on College of Distance Education, University of Cape Coast (CoDE, UCC).
Methodology: The descriptive survey design was adopted with a quantitative approach. Total population involving 1,837 CoDE course tutors and all CoDE students at 76 study centres offering education programmes totaling 51,456 were used. The sample size for the study was 726, made up of 397 trainee-teachers and 329 course tutors. The proportionate stratified random sampling approach was employed to select respondents who completed the questionnaire instruments. The statistical analysis software tool known as the PASW Version 21.0, the Test Analysis for Surveys (TAFS) was used for analysing the data. Data on the research question was analysed using linear multiple regression analysis.
Findings: The results revealed that pedagogical quality and quality evaluation were the dimensions of instructional quality that most significantly predicted trainee-teacher effectiveness. Again, whenever trainee-teachers demonstrate high level of competence in terms of subject matter knowledge, lesson presentation skills, class management and control and lesson note preparation, they increase the extent to which their level of teaching meets pre-specified standards and goals of the college.
Unique contribution to theory, practice and policy: It was recommended that management of CoDE, UCC should put in place appropriate support services in all the study centres to guide both tutors and students on appropriate instructional behaviourDownloads
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