The impact of effective teaching characteristics in promoting student achievement in Ghana

This paper investigates the extent to which teacher behaviour in classroom affects student achievement gains in mathematics in Ghana. A representative sample of primary schools from three districts of the Upper East Region of Ghana was selected (n = 73) using stage sampling procedure, and written tests in mathematics were administered to all grade six students at the beginning and end of school year 2013-2014. Two observation instruments and a student questionnaire were used in collecting data on quality of teaching. Multilevel analyses revealed that teacher factors are associated with student learning outcomes. Implications for promoting quality in education are drawn.