Early Childhood Educators’ Self-efficacy and Instructional Experiences in the Central Region, Ghana

Abstract

The study assessed kindergarten teachers’ use of learning activities and instructional resources in Central Region, Ghana. The concurrent explanatory approach was employed. Both quantitative and qualitative data were gathered from 1413 KG teachers using questionnaires adapted from the Ohio Teacher Efficacy Scale, while 10 of them were observed and interviewed. The teachers were randomly selected from ten districts in the Central Region of Ghana. Quantitative data were analysed using means and standard deviation. It came to light that KG teachers had high self-efficacy in engaging learners, using instructional strategies, managing classrooms and involving parents. However, the qualitative data suggested that teachers had challenges with inadequate resources and large class sizes without support teachers. It was recommended that adequate relevant resources and support teachers should be provided. More teachers with background in early childhood education should be deployed to kindergartens to teach.