Montessori Model Practices in Ghanaian Childhood Centres: Teacher contributions in Effia-Kwesimintsim Municipality

Louis Amangoah; Michael Subbey

doi:10.53103/cjess.v5i4.378

Authors

Louis Amangoah University of Education, Ghana
Michael Subbey University of Education, Ghana

DOI:

https://doi.org/10.53103/cjess.v5i4.378

Keywords:

Montessori, Model, practices, views, Early Childhood Centers

Abstract

The study examined teachers’ practices of the Montessori model in Ghanaian early childhood centres within the Effia-Kwesimintsim Municipality. The explanatory sequential design was adopted for the study. The study used census sampling to include all 126 early childhood teachers for the quantitative phase. The purposive sampling technique was used to select 13 headteachers for the qualitative data. A structured questionnaire, a semi-structured interview guide, and an observational checklist were used for data collection. The questionnaire data were analysed using descriptive statistics while qualitative data were analysed thematically. The study revealed that most teachers had positive views about the Montessori model but did not fully adhere to its principles. The study therefore recommends that school authorities prioritize the professional development of the educators. There should be allocation of adequate resources, a prepared environment, and the establishment of an institution for monitoring the practices of the Montessori model in the Municipality.

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