Professional Competence, Attitudes, and Practices of Senior High School Chemistry Teachers in Organising Practical Work in the Greater Accra Region of Ghana

Abstract

Chemistry practical work is an essential component of science education that promotes learners’ conceptual understanding and the development of scientific process skills. However, the effectiveness of practical instruction depends largely on teachers’ professional competence, attitudes, and classroom practices. This study examined senior high school chemistry teachers’ professional competence, attitudes, and practices in organizing practical work in the Greater Accra Region of Ghana. A descriptive survey design was employed, and 170 chemistry teachers from 34 public senior high schools were selected through simple random sampling. Data were collected using a structured questionnaire and an observation checklist. Descriptive statistics were used to analyse the data. The findings revealed that chemistry teachers generally possessed a high level of professional competence in organizing practical work. Teachers demonstrated the ability to provide clear explanations, conduct demonstrations, prepare reagents, handle laboratory equipment, and utilize digital resources to support instruction. Despite this high level of competence, teachers exhibited largely moderate to negative attitudes toward practical work. Observation data further revealed weaknesses in classroom practices, including inadequate supervision of students during practical activities, limited integration of real-life experiences into instruction, and the absence of laboratory manuals during practical sessions. In addition, practical tasks were not consistently selected from Ghana Education Service-approved instructional materials. The study concludes that a gap exists between teachers’ professional competence and their actual implementation of practical work. While teachers possess the necessary knowledge and skills, attitudinal and contextual factors appear to hinder effective classroom practice. The study recommends continuous professional development programmes aimed at strengthening positive attitudes toward practical work and enhancing the effective implementation of practical activities in senior high schools.