Evaluation of Teacher Self-Efficacy in the Implementation of the Visual Art Component of Basic Design and Technology Curriculum
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Date
2021-04-20
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Abstract
The desire for economic liberation of Ghanaians through the provision of skill-oriented
education to raise the required human capital for economic transformation makes Visual Art
cardinal to the educational dispensation in the country. However, majority of the JHS graduates
churned out from the JHS exhibit negligible mastery in the fundamental skills they should have
acquired while in school. The gross ineptitude of these JHS pupils in Visual Art competencies
is attributable to the poor attitude of Visual Art teachers to the subject at the JHS level. Hence,
most of the JHS graduates end up on the streets without any meaningful skills to earn a living.
It is an undeniable fact that the success of any educational system in terms of learners’ academic
attainment is heavily incumbent upon the quality of the teachers who implement the curriculum.
The study was designed to evaluate the self-efficacy of Visual Art teachers in the
implementation of the Visual Art component of Basic Design and Technology curriculum at
the Junior High School, and their role on pupils’ academic achievement. The study was carried
out in a public and a private Junior High Schools in the Greater Accra Region of Ghana. The
qualitative research paradigm was utilized for the study with reference to multiple case study
and descriptive research. A total of forty-seven (47) pupils, two (2) Visual Art teachers, and
two (2) headteachers participated in the study. The participants were respectively selected with
purposive and quota sampling techniques. The data elicited through questionnaire, interviews
and observation of the participants were mainly analysed thematically and explicitly presented
in the form of percentages, graphs and photographs with detailed textual explanations. The
findings of the study revealed that the implementation of the Visual Art component of BDT at
the JHS level suffered implementation infidelity, lack of instructional resources, delayed
disbursement of capitation grant, lack of performance standards for teachers and pupils and
capacity building programme for in-service Visual Art teachers. Also, the study disclosed that
Visual Art teacher’ self-efficacy was influenced by teacher qualification and specialization in
relation to the Visual Art option taught. The self-efficacy of Visual Art teachers were marginally
low in their influence over school resources and community engagement in the activities of the
school with emphasis on Visual Art. However, some Visual Art teachers have higher self efficacy in decision making, parents’ involvement in pupils’ learning, instructional delivery,
discipline against disruptive behaviours and the creation of positive school climate while others
have low self-efficacy in these variables. In furtherance, the study revealed that the self-efficacy
of the Visual Art teachers greatly influenced the academic attainment of the pupils. Pupils
taught by high efficacy Visual Art teachers produce high quality works which echoes pupils’
mastery and competence while pupils taught by low efficacy Visual Art teachers produced
relatively lower quality standard of works. The study also brought to the fore that pupils taught
by high efficacy Visual Art teachers developed higher affinity and interest in Visual Art than
their peers taught by lower self-efficacy teachers. The study concluded that the implementation
of Visual Art at the JHS level is impeded by; implementation inconsistencies, non-availability
of instructional resources, absence of capacity building programme for teachers, and the non availability of performance standards for both teachers and pupils in Visual Art. The self efficacy of Visual Art teachers vary in strength and magnitude which is relative to the Visual
Art teachers’ professionalism, specialization and contextual factors. The study established that
the self-efficacy of the Visual Art teacher correlates positively with students’ interest and
academic achievement. It is recommended that NaCCA organizes frequent follow-ups to the
schools to address Visual Art implementation infidelities and government must provide Junior
High Schools with Visual Art instructional resources. Again, Visual Art teachers must liaise
with international bodies such as JICA, USAID and World Vision International to support the
provision of Art resources. Finally, pupils’ achievement in Visual Art should be factored into
the requirements for Visual Art teachers’ licensure and promotion to inspire and increase the
effectiveness of low self-efficacy Visual Art teachers with pupils.
I. G.
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Description
A Thesis Submitted to the Department of Educational Innovations in Science and
Technology, College of Art and Built Environment, Kwame Nkrumah University of
Science and Technology in partial fulfilment of the requirements for the Degree of
Master of Philosophy in Art Education Faculty of Educational Studies College of Art and Built Environment.
Keywords
Evaluation of Teacher,, Self-Efficacy,, Implementation,, Visual Art Component,, Basic Design,, Technology Curriculum.