Shaping Students ‘behaviour: Does Teacher Characteristics (Gender, Teaching Experience and Classroom) Matter?

Victoria Aba Mensah, Nana Asimah Adam Yawson and Grace Yeboah
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Victoria Aba Mensah: Department of Education, Komenda College of Education – Ghana
Nana Asimah Adam Yawson: Department of Education, Komenda College of Education – Ghana
Grace Yeboah: Department of Education, Komenda College of Education – Ghana

International Journal of Research and Innovation in Social Science, 2021, vol. 5, issue 3, 399-403

Abstract: Teacher characteristics play a significant role in interventions strategies to shape learners’ behaviours as they are the classroom’s direct players. This triggered the researcher to examine whether gender, teaching experience, and teaching influence their intervention. The study population were all the221teachers in the three Senior High Schools (S.H.S.) in Komenda Edina Eguafo Abrem (K.E.E.A.) Municipality in the Central Region of Ghana. An observable sample of 150 teachers was selected for the study using a quota and random sampling technique. Questionnaires were used to elicit responses from the selected teachers. Inferential statistics (independent t-test and ANOVA) were used to analyse the hypotheses. The study results revealed that the teachers’ intervention strategies did not depend on their teaching experience. The results showed that the teachers’ intervention strategies did not depend on the students’ levels or the class they handle. The independent t-test result showed that gender (male and female teachers) did not differ in using intervention strategies. Therefore, it was recommended that to exhibit excellent and practical shaping skills, emphasis should not be placed on teacher characteristics.

Date: 2021
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