Perceived Effects of Beginning Economics Teachers’ Personality on the Students’ Learning of Economics in Ghana

Abstract

The study examined the perceived effects of Economics teachers’ content knowledge of economics on students’ learning of Economics in the Tamale metropolis. In this study, we employed the survey design. The results showed a statistically positive and significant association between teachers’ content knowledge and students’ achievement in Economics. It indicates that teachers’ content knowledge may have an effect on student achievements in Economics. The study also revealed a statistically positive and significant association between teachers’ attitude and students’ achievement in Economics. Thus, the variation in students’ learning of Economics is caused by teachers’ approach or methodology. Again, the results of the study showed that there is a significant association between teachers’ academic qualification and students’ achievement in Economics. Hence, teachers’ qualifications may have positive or negative effect on students’ learning of Economics. The study observes that the approach to teaching Economics has a direct positive effect on the students learning of Economics. In view of this, the researcher recommends that Ghana Education Service (GES) should inscribe in their code of ethics behaviors which align with appropriate traits that enhance the teaching and learning of Economics at the senior high schools in Ghana.