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Volume 1 Number 5 December 2015

Educational Background of Social Studies Teachers and its Effects on Pupils? Academic Performance in Public Junior High Schools in Mfantseman Municipality


Authors: Winfred Kanda ; Boadu Kankam
Pages: 79-86
Abstract
The main purpose of this study was to investigate the educational background of Social Studies teachers and how it relates with pupils’ academic performance in Public Junior High Schools in Mfantseman Municipality. A descriptive survey design was used for the study and the sample for the study was made up of all the Social Studies teachers in the Mfantseman Municipality numbering 103. The purposive sampling method was used to select the respondents for the study. A seven item questionnaire was developed made up of close-end six (6) questions with one Likert scale. The result of the study showed that there is a problem associated with the teaching of Social Studies in the Municipality and the general academic performance of pupils over the last four years (2009-2012) was average. There is a weak positive relationship between educational background of social studies teachers and academic performance of their pupils in the Municipality.

Emotional Well-Being as a Function of Professional Identity and Burnout among Homeroom and Subject Teachers


Authors: Shraga Fisherman
Pages: 64-78
Abstract
The Israeli homeroom teacher’s role is relatively unique. Correlations between professional identity, burnout, and emotional well-being have been researched among various teacher populations. This study researched these correlations among teachers and homeroom teachers in three seniority groups. Professional identity, burnout, and emotional well-being questionnaires were answered by 431 teachers in Israeli elementary schools, around half of who were homeroom teachers. MANOVA analysis produced different interactions between seniority groups and position, regarding emotional exhaustion and depersonalization in burnout, and self-efficacy in professional identity. Regression analysis for predicting emotional well-being according to professional identity and burnout, produced different models among the groups, reflecting different aspects of two kinds of roles.

The Teacher as a Challenge to Himself: Focus On Hendrinks Laws


Authors: Agashi pius, P ; Obi, C. N. ; Agashi  Helen
Pages: 59-63
Abstract
The teachers job is influenced by two main categories of forces- the internal forces, which he has control over and the external forces which are not within the domain of his control. The paper took a critical look at the internal forces from the point of view of the seven laws of the teacher as postulated by H G Hendrinks. The ability of the teacher to comply with these laws poses great challenge to him. The paper is an exposition with ample illustrations on what the teacher must do, why he must do it and how he is to do it in order to overcome or minimize the challenge. Furthermore, the paper recognizes the influence of the external forces which, if not controlled, can inhibit the manifestation of his professionalism. Two of such inhibitors are identified as infrastructure/facilities and teachers’ welfare. Recommendations were made on the popularization of Hendrinks laws among teachers and control of external inhibitors through provision of adequate school infrastructure and welfare for teachers.