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

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.

Chemistry Education, Practical Work, Professional Competence, Teacher Attitudes, Teaching Practices

1. Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305 [Google Scholar] [Crossref]

2. Ahmad, Z., Ammar, M., Sellami, A., & Al-Thani, N. (2023). Effective pedagogical approaches used in high school chemistry education: A systematic review and meta-analysis. Journal of Chemical Education, 100. https://doi.org/10.1021/acs.jchemed.2c00739 [Google Scholar] [Crossref]

3. Antwi, V., Boateng, F., & Mensah, J. (2021). Practical work and students’ achievement in science: Evidence from Ghanaian senior high schools. Journal of Science Education in Africa, 9(1), 23–35. [Google Scholar] [Crossref]

4. Astoro, T. (2023). The impact of teacher certification, academic supervision, and teaching facilities on improving the quality of education with learning quality as an intervening variable in vocational schools around Grobogan regency. International Journal of Research and Review, 10(10), 127–136. https://doi.org/10.52403/ijrr.20231017 [Google Scholar] [Crossref]

5. Baur, A., & Emden, M. (2021). How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills. Chemistry Teacher International, 3(1), 20190013. https://doi.org/10.1515/cti-2019-0013 [Google Scholar] [Crossref]

6. Chen, B., & Chen, L. J. (2021). Examining the sources of high school chemistry teachers’ practical knowledge of teaching with practical work: From the teachers’ perspective. Chemistry Education Research and Practice, 22(2), 476–485. https://doi.org/10.1039/d0rp00246a [Google Scholar] [Crossref]

7. Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2025). Workload, work intensification and time poverty for teachers and school leaders: A systematic research synthesis. Educational Review, 77(2), 661–680. https://doi.org/10.1080/00131911.2023.2196607 [Google Scholar] [Crossref]

8. Darling-Hammond, L. (2021). Teacher learning that supports student learning. Educational Leadership, 58(1), 6–11. [Google Scholar] [Crossref]

9. Deng, F., Zhang, L., Zhu, J., Dou, B., & Lan, W. (2025). Chemistry teachers’ pedagogical content knowledge: A review of empirical research published in SSCI journals from 1986 to 2024. Teaching and Teacher Education, 165, 105109. https://doi.org/10.1016/j.tate.2025.105109 [Google Scholar] [Crossref]

10. Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376. https://doi.org/10.1002/sce.20428 [Google Scholar] [Crossref]

11. Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including pedagogical content knowledge. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education. Routledge. [Google Scholar] [Crossref]

12. Hattingh, A., Aldous, C., & Rogan, J. (2007). Some factors influencing the quality of practical work in science classrooms. African Journal of Research in Mathematics, Science and Technology Education, 11(1), 75–90. https://doi.org/10.1080/10288457.2007.10740613 [Google Scholar] [Crossref]

13. Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106 [Google Scholar] [Crossref]

14. Hussein, A. (2023). The challenge facing the implementation of competency-based curriculum in Northern Kenya. African Journal of Education and Practice, 9(3), 59–67. [Google Scholar] [Crossref]

15. Jentsch, A., & König, J. (2022). Teacher competence and professional development. In Professional Development in Education. https://doi.org/10.1007/978-3-030-88178-8_38 [Google Scholar] [Crossref]

16. Lesetja, T. E., & Photo, P. (2026). Rethinking inquiry-based practical work in rural science classrooms: Teachers’ perceptions, practices, and guideline development. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2026.2673027 [Google Scholar] [Crossref]

17. Mahama, F. (2022). Policy-driven curriculum reforms in Ghana: Examining teacher training gaps and classroom implementation challenges. Journal of Curriculum Studies in Africa, 12(1), 22–37. [Google Scholar] [Crossref]

18. Mesfin, G., Teshome, M., & Alemu, D. (2016). Factors affecting the teaching of chemistry practical work in Ethiopian secondary schools. Ethiopian Journal of Education and Sciences, 11(1), 77–92. [Google Scholar] [Crossref]

19. National Council for Curriculum and Assessment (NaCCA). (2019). Chemistry curriculum for senior high schools (SHS 1–3). Ministry of Education. https://nacca.gov.gh [Google Scholar] [Crossref]

20. Niwas, R. (2018). Teacher attitude and instructional effectiveness. International Journal of Education and Psychology, 6(3), 112–120. [Google Scholar] [Crossref]

21. Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641 [Google Scholar] [Crossref]

22. Siedlecki, S. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34, 8–12. https://doi.org/10.1097/NUR.0000000000000493 [Google Scholar] [Crossref]

23. Sshana, Z. J., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/jotse.888 [Google Scholar] [Crossref]

24. Yao, J. (2023). Exploring experiential learning: Enhancing secondary school chemistry education through practical engagement and innovation. Journal of Education, Humanities and Social Sciences, 22, 475–484. https://doi.org/10.54097/ehss.v22i.12508 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study