Preservice teachers’ personal values and their teaching effectiveness in Ghana

Leticia Sam, Emmanuel Dorsah, Samuel Yaw Ampofo and Richard Asumadu

International Journal of Educational Development, 2025, vol. 117, issue C

Abstract: The study examines the relationship between preservice teachers’ personal values and their teaching effectiveness in Ghanaian Universities. The study employed a correlational cross-sectional survey design with a quantitative approach, involving 387 final-year preservice teachers. The study used a questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers possess universalism, security, stimulation, and confirmatory values, and these values help them achieve better results in the classroom. Finally, it was revealed that preservice teachers’ personal values have a positive and significant relationship with their teaching effectiveness (r = .62, p < .01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom.

Keywords: Effectiveness; Effective teaching; Preservice teachers; Personal values (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:117:y:2025:i:c:s0738059325001312

DOI: 10.1016/j.ijedudev.2025.103333

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