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The Role of Tutors and Students’ in Promoting Effectiveness in Colleges of Education in the Upper East Region, Ghana
Alaric Awingura Alagbela
Abstract
This study investigated how tutors and students are involved in school effectiveness of teacher education colleges in the Upper East administrative region of Ghana. The study was guided by the goal setting theory of Edwin Locke. Employing a descriptive survey design, the study had a target population of one thousand three hundred and eighty- one (1381) respondents that comprised tutors, second and third-year students of the two colleges of education. A sample size of two hundred and ninety-eight (298) respondents was obtained from the targeted population using the simple random sampling technique. A self-developed questionnaire was the sole data collection instrument. Descriptive statistical tools such as means, standard deviations were employed in the data analyses. The study revealed that tutors' role in promoting the effectiveness of their colleges include showing commitment to teaching, serving as academic counsellors and role models as well as instilling discipline in students. Students, promote school effectiveness by attending lectures regularly, meeting assignments deadlines, actively participating in the decision-making process of the colleges, and resorting to laid-down communication channels for the redress of their grievances. Based on the data that has been analysed, it can be concluded that internal publics play crucial roles in making and sustaining the effectiveness of their respective institutions so that they continue to deliver on their core mandate. Tutors through the learner-centred approach to teaching or facilitation, activate students' mood for knowledge acquisition and professional training. The study recommends that college authorities should continue to support these internal publics to continue to contribute their quota to further expand the frontiers of school effectiveness of the colleges. Paying regard to this, authorities are encouraged to make use of an open-door policy and participatory decision among all internal publics in the college system especially, in areas that fall within their zone of interest.
