ASSESSMENT OF THE PEDAGOGICAL COMPETENCY NEEDS OF AGRICULTURAL SCIENCE TEACHERS IN SENIOR HIGH SCHOOLS IN TAMALE METROPOLIS IN NORTHERN REGION

Abstract

The purpose of this descriptive study was to assess pedagogical competency needs of agriculture teachers in Senior High Schools in Tamale aimed at determining their perceived level of importance, ability, and most suited training needs based on Borich’s Needs Assessment Model. To keep Senior High School agriculture teachers up-to-date of their pedagogical competency needs, the professional development needs of the agriculture teachers must be assessed regularly for efficiency. Based on the model, likerttype scale questionnaires were developed and administered to the sixty- six Senior High School agricultural teachers. The competencies were analyzed in eight constructs. Mean and standard deviation were estimated to indicate teachers’ perceived level of importance and perceived level of ability for each of the selected pedagogical competencies, whereas mean weighted discrepancy scores were calculated to represent pedagogical training needs. Teachers considered all of the pedagogical competencies needed for teaching agriculture important. Teachers also considered themselves competent in each of the competencies. According to the agricultural teachers in this study, the most important training needs was associated with nineteen competencies out of fifty selected competencies. The teachers reported that their most preferred training method is further studies. It is recommended that the Public Senior High Schools in Tamale should provide in-service training for their Agriculture Science teachers in competencies such as using materials and technology to make subject matter accessible, effective use of instructional time, keep pace with technological advancement in agriculture, teaching using experiments, among others.