Teachers’ role in enhancing pupils’ learning outcomes: A case of selected primary schools in Kira Town Council

Abstract

This study investigated the teachers’ role in enhancing pupils’ learning outcomes in selected primary schools in Kira Town Council. The study was guided by three objectives, namely: (1) To establish what roles teachers were performing as a personal initiator; (2) To find out the extent to which teachers played their role of instructional specialist; and (3) To establish what roles teachers played as researchers. The study used both quantitative and qualitative research approaches. For instance, self-administered questionnaires were used to generate both quantitative and qualitative data. The quantitative data was entered in excel spreadsheet to generate frequency tables and bar charts. The qualitative data gathered through self-administered questionnaire and interviews was coded and analysed based common themes and sub-themes. The cognitive constructivism theory and CTL theory provided the theoretical framework to inform this study. The findings of the study revealed that 90% teachers actually performed their roles as personal initiators, instructional specialists and researchers. Ten percent of the teachers failed to perform their roles because they lacked work experience, instructional resources and lacked creativity/innovation. The study recommended that all primary school teachers should upgrade their skills by attending refresher courses, seminars and workshops for continuous professional development.