Perceived effects of University of Cape Coast Distance Education on Teachers’ Performance in the Basic Schools of Kwahu West Municipality

Abstract

The study investigated the perceived effects of University of Cape Coast Distance Education on teachers’ performance in the Basic Schools of Kwahu West Municipality. The study employed both quantitative and qualitative research methods with descriptive survey as a design. Stratified and the purposive sampling methods were used in selecting 201 respondents, comprising 46 headteachers, 154 junior high school teachers from the seven circuits within the municipality and the coordinator for the centre. The instruments used were questionnaires and an interview schedule. Data were analysed using both descriptive and inferential statistics. The results revealed that the distance teacher education programme of the College of Distance Education of the University of Cape Coast is fulfilling its purpose of upgrading the academic and professional competencies of a large number of teachers in the basic schools in the Kwahu West Municipality, raising their performance level in the area of their subject matter knowledge, their instructional planning and strategies for lesson delivery as well as assessment of their students. These impacts are not without constraints such as those related to effective time management skills and the ability to combine work and study successfully. The study recommend to management of the programme that guidance and counselling units should be established in every study centre to provide support services to students in the form of guidance and counselling.