A Comparative Study of Groups of Teachers on the Perceived Nature of Effective Teaching and Learning Science

Abstract

The teacher is influential in the processes of teaching and learning science, organizing instruction to transform concepts into the understanding of students. Hence, teacher effectiveness is discussed in most educational forums as stakeholders look for more plausible ways of effective teaching and learning. As part of a large study on teachers’ conception of an effective science teacher, we studied comparative views of mentors, mentees, and supervisors on the perceived nature of effective science teachers in the processes of teaching and learning science in basic schools. In a triangulation mixed methods design, 271 mentees, 160 mentors, and 85 supervisors were selected through multistage sampling procedures to respond to Effective Science Teacher Questionnaire and Interview Schedule. The data from the questionnaires were reduced to three factors through exploratory factor analysis. The qualitative data were analyzed thematically in line with the three factors. It was revealed that there was no statistically significant difference as supervisors differed not in their perceived nature of an effective science teacher compared to that of mentors and mentees. The Ministry of Education through the Ghana Education Service should provide opportunities for the three groups of teachers to share experiences on effective teaching and learning science in basic schools.