Teacher emotion skills and teaching styles of prospective teachers in Ghana

This research work was submitted in partial fulfilment of the requirement for a Master in Educational Science at the Firat University, Elazığ – Turkey. The topic of thesis is "Teacher Emotion Skills and Teaching Styles of Prospective Teachers in Ghana". The aim of this study is to establish the relationship between the dependent variables of gender, age and departments of prospective teachers and teacher emotion skills and teaching styles. The scope of study was conveniently limited to the final year students of three Teacher Colleges of Educations in the Ashanti Region of Ghana. The number of prospective teachers who volunteered their time to be part of this were 264 in total from the three Colleges of Education. The essence of this study to was to investigate teacher emotion skills and teaching styles of prospective teachers in Ghana on certain dependent variable including but not limited to their gender, ages and departments. It will measure the weight of teacher emotion skills and how that pans out in the teaching styles these prospective teachers adopt in teaching. The final year prospective teachers from Colleges of Education in Ghana from different departments gave their verdicts on scales regarding teacher emotion skills and teaching styles by giving responses to set of scaled questions developed form the works Fumiko et al., (2014) and Frenzel (2018, pp. 609-618). The analysis employed after data gathering were Non-Parametric Test (Kruskal-Wallis), Independent Sample test and Pearson Correlation using SPSS v. 22. The results showed that generally there exist a correlation between teacher emotions and teaching styles. The correlation between teacher emotion and teaching styles was concluded that teacher emotion skills scales however showed a significantly negative relationship with the scales of teaching styles. In the case of gender on teacher emotion skills scales and teaching styles scales were not statistically significantly between males and females per the data collected and backed by previous research by van Uden (2014, pp. 21–32) and Taxer et al., (2015, pp. 78–88). The dependent variable of age showed that the younger teacher exhibited little emotion skills during teaching than their elderly compatriots which wasn't different from the conclusion of Yin (2005, pp. 1-23). Departments of prospective teachers do not have any effect on the teacher emotion skills and teaching styles exhibited by these teachers. It is recommended that; a more pragmatic way is used to collect data form more than half of the Colleges of Education in Ghana so that a more reliable data will be collected to make meaningful inferences. The work will come in handy especially for teachers in Ghana as the first of its kind to bridge the gap of attention given to teachers and students. This work will serve as a Launchpad for further studies in the field to further understanding the teacher emotion skills and teaching styles of prospective teachers and all teachers in the service.