Preservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana

Preservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Preservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana Leticia Sam, Emmanuel Dorsah, Samuel Yaw Ampofo, Richard Asumadu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6244689/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The study examines the relationship between preservice teachers’ personal values and their teaching effectiveness in Ghanaian Universities. The study employed the descriptive cross-sectional survey design, with a quantitative approach to involve 387 final-year preservice teachers in the study. The study used the questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers have universalism, security, stimulation and confirmatory values and these values help them to achieve better results in the classroom. Finally, it was revealed that preservice teachers’ personal values have positive and significant relationship with their teaching effectiveness (r = .62, p < .01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom. Effectiveness Effective teaching Preservice teachers Personal values Figures Figure 1 Introduction Effective teaching has been a major issue of concern to educators and other stakeholders in the 21st century as evidence mounts on the critical role it plays in determining the quality of education in every nation (Fuudia, 2019; Mutaka, 2018). Quality education is derived from the ability of the teacher to ensure effective delivery of instruction in the classroom. Effective delivery is also evidenced in the teachers’ pedagogical skills, content knowledge, classroom management, and the ability to create a positive and inclusive learning environment (Preston, 2017). Rahman et al., (2019) opine that one of the key indicators to evaluate the effectiveness of any education system is the quality of its teachers since they serve as agents of development. A teacher’s effectiveness is measured by students’ outcomes, teacher behaviours and classroom processes that promote student outcomes (Munna & Abul Kalam, 2021; Rahman et al., 2019). According to Bhat (2020), skills needed for effective teaching involve more than just subject matter expertise. Teacher effectiveness skills include but are not limited to their teaching-related behaviour, relational expertise and high-level personality. As shared by Kyriacou (2019), teachers who demonstrate these skills produce students with high level of performance and behaviour in their field of study. That is, teachers who prove high level of assessment skills, professional and personal values and attitudes, classroom management, pedagogical content knowledge, and good personality. Therefore, to ensure high level of quality education in the classroom, there is the need for the teachers to demonstrate meaningful level of effectiveness in their teaching in order to produce successful students in their areas of study (Alhassan, 2020 ). Teaching necessitates cognitive abilities like knowledge and skill, alongside affective abilities like attitudes and behaviours. It is vital for teacher to possess specific values and attitudes regarding the profession (Cetin, 2006) since personal values play a crucial role in shaping the identity of the future teachers (Henderson-king & Michelle, 2016 ; Barnes, 2020). Consequently, preservice teachers’ thoughtful of who they are, what they stand for and what drives them starts with identifying their personal values (Sahin-Fırat, 2016 ; Barni, et al., 2018 ; Barni et al., 2019 ; Mérida-López et al., 2021). The fundamental motivators for the preservice teachers' character and behaviours are their personal values (Schwartz, 2012 ; Schwartz, 2016 ; Henderson-King & Michelle, 2016 ). Teachers’ personal values steer their conduct within the school environment where they operate (Rechter & Sverdlik, 2016; Barni et al., 2019 ). Teachers’ personal values positively influence teaching methods and decision-making in the classroom, boosting motivation, dedication, and overall teaching effectiveness (Barni et al., 2019 ; Şahin- Fırat, 2016; Struch & Van der Kloot, 2017; Torsney et al., 2017 ). Additionally, teachers' personal values have been associated with their classroom management approaches, self- efficacy, and reasons for teaching (Barni et al., 2018 , 2019 ). According to Barni et al. ( 2019 ), teachers’ personal values drive their goals and behaviours at school. Moreover, values can support subjective well-being and an individual's self-efficacy. Teachers’ self-efficacy, that is, teachers’ beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity, plays a key role in influencing important academic outcomes (students’ achievement and motivation) and well-being in the working environment (Cuervo & Acquaro, 2018 ). Overall, Barni et al.'s study found that teachers’ personal values are positively related to their effectiveness in teaching. However, the current study measures the responses discretely, which allows for the use of Pearson's moment correlation to examine the relationship. Based on Schwartz’s well-known theory of human values, Barni et al. ( 2018 ) sought to examine the relations between teachers’ values (conservation, openness to change, self- transcendence, and self-enhancement). Further, the study looked at their self-efficacy as well as the cumulative effect on their effective teaching. The results showed that teachers’ conservation values were positively associated to their sense of self-efficacy regardless of the type and level of motivation for teaching (Demir et. al., 2021 ). Interestingly, the relationships between openness to change and self-efficacy as well as self-transcendence and self-efficacy varied depending on the teachers’ level of motivations (Deci & Ryan, 2014 ). These relations were stronger when teachers perceived less external pressure and felt to be self-determined toward teaching (Essien et. al., 2021 ). Fischer and Hänze’s ( 2020 ) study also investigated university lecturers’ characteristics and their influence on teaching practices. Coming from expectancy value theory, lecturers’ personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university lecturers who were selected purposively. Multiple regression analyses showed that value of teaching affected student active involvement, and rapport. Further, the study found that transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport. Notably, the predictors displayed a data source specific result pattern where there was a positive link between lecturers’ personal value beliefs and their teaching effectiveness (Kluckhohn, 2019 ). The sample size used in Fischer and Hänze’s ( 2020 ) study was relatively small which might have affected the analysis, particularly, regarding the regression results. They could have employed bootstrapping procedure to reduce the error margins. Also, using a non-parametric sampling technique such as purposive sampling to select respondents and used parametric statistical tool such as linear multiple regression analysis makes the results questionable. All these potential gaps were taking care of in the current study. Considering the above studies and their respective findings, it appears research focus and attention has not been geared toward preservice teachers. Meanwhile, these are being trained to occupy the teaching profession. Hence, it is vital to know and understand the personal values possessed by preservice teachers as they go to occupy the teaching profession. Consequently, this study examines the personal values of preservice teachers and their effectiveness in teaching in Ghana. Research Questions What is the level of preservice teachers’ effectiveness in teaching in Ghana? What is the level of preservice teachers’ personal values in teaching in Ghana? H0: There is no statistically significant relationship between preservice teachers’ personal values and their effectiveness in the teaching in Ghana. H1: there is a statistically significant relationship between preservice teachers’ personal values and their effectiveness in the teaching in Ghana. Literature Review Theoretically, the theory of value as propounded by Shalom Schwartz was adopted to underpin this study. According to the theory of basic value, value system is basic and intrinsic in every individual (Schwartz, 2012 ). The theory holds the assumption that values are derived from three needs of human existence. Namely, needs of individuals as biological organisms, coordinated social interaction, and group efficacy and survival (Schwartz, 2015 ; Schwartz et al., 2017). Further, the theory holds the idea that value is guided by six main features that are implicit in the writings of many theorists. The first feature indicates that values are beliefs that affect feeling (Schwartz et al., 2001 ). Preservice teachers for whom independence is an important value in their teaching life become aroused if their independence is threatened, despair when they are helpless to protect it, and are happy when they can enjoy it (Knafo & Sagiv, 2014 ). The second feature indicates the desirable goals that motivate preservice teachers’ behaviours and actions. Preservice teachers for whom social order, justice, and helpfulness are important values are motivated to pursue these goals (Fotopoulos et al., 2011 ; Schwartz, 2015 ). The third feature posits that values transcend specific situations, actions, and situations (Schwartz, 2012 ). Obedience and honesty values of preservice teachers, for example, may be relevant in the classroom, school, and also with colleagues or parents. According to Schwartz ( 2012 ), this feature distinguishes values from norms and attitudes that usually refer to specific actions, objects, or situations. The fourth feature considers values as a phenomenon that serves as standards or criteria in the teaching life of the preservice teacher. According to Fotopoulos et al. ( 2011 ), values guide the selection or evaluation of actions, policies, people, and events. Preservice teachers decide what is good or bad, justified or illegitimate, worth doing or avoiding, based on possible consequences for their cherished personal values. However, the impact of values in everyday decisions is rarely conscious (Schwartz, 2012 ). According to Schwartz ( 2016 ), preservice teachers’ personal values enter awareness when their actions or judgments they are considering have conflicting implications for different values they cherish. The fifth feature posits that personal values of preservice teachers are ordered by importance relative to their individual needs and demands (Schwartz, 2012 ). The personal values of the teachers form an ordered system of priorities that characterise them as individuals (Essien et. al., 2021 ). Do they attribute more importance to achievement or justice, to novelty or tradition? This hierarchical feature also distinguishes values from norms and attitudes (Roni et. al., 2020 ). The last feature looks at the relative importance of multiple values that guide the actions of teachers (Fotopoulos et al., 2011 ). Any attitude or behaviour typically has implications for more than one value. For example, attending church might express and promote traditional and conformity values at the expense of hedonism and stimulation values (Vallerand, 2021). The trade-off among relevant, competing values guides attitudes and behaviours (Schwartz, 2012 , 2016 ; Schwartz et al., 2017). Personal values of preservice teachers influence their actions when they are relevant in the context, hence likely to be activated, and important to them. What distinguishes one preservice teacher from another is the type of goal or motivation that they express. The values theory defines ten broad values according to the motivation underlying each. These values are treated as facets of preservice teachers’ personal values. The facets or dimensions are universalism, benevolence, tradition, conformity, security, power, achievement, hedonism, stimulation and self-direction. The theoretical assumption of the study is that these values are likely to be universal because they are grounded in one or more of the three universal requirements of teachers’ existence with which they help to cope (Henderson-king & Michelle, 2016 ). Preservice Teachers' Personal Values Personal values are deeply held beliefs that reflect an individual's understanding of what is right or wrong, or what should be. Teachers' personal values are viewed as broad and desirable objectives that motivate their actions and act as guiding principles in their teaching lives (Şahin-Fırat, 2016; Barni et al., 2019 ; Asah et al., 2015 ; Schwartz, 2012 ). Rokeach (1973) suggests that our values influence every activity we engage in, whether we are conscious of it or not. Conversely, Schwartz (1999) defines values as standards that direct our conduct. Moreover, Schwartz ( 2012 ) proposes that personal values can be classified into a two-dimensional motivational system: self-transcendence and conservation values, and self-enhancement and openness to change values. Self- transcendence and conservation values focus on societal outcomes for others or recognized institutions, whereas self-enhancement and openness to change values center on personal outcomes. Nonetheless, the study considered ten dimensions of teachers' personal values: benevolence, universalism, self-direction, stimulation, hedonism, achievement, power, security, conformity, and tradition (Fotopoulos et al., 2011 ). As depicted in Fig. 1 , the primary dimension is self-direction, which pertains to independent thinking and action, such as choosing, creating, and exploring (Schwartz, 2016 ). Specifically, it involves the teachers' autonomy, creativity, innovation, independence, their capacity to set personal goals, and their inquisitiveness in the classroom. This dimension encompasses both thinking and action, focusing on the teachers' freedom to foster their ideas, capabilities, and actions essential for effective instruction. Stimulation emphasizes excitement, novelty, and challenge in teaching life, including an adventurous, diverse, and daring life experience. Meanwhile, hedonism centers on personal pleasure and sensory satisfaction related to enjoying life and self-indulgence (Fotopoulos et al., 2011 ; Knafo & Sagiv, 2014 ; Schwartz et al., 2017). The achievement facet also concerns personal success achieved by demonstrating competence based on social standards such as being ambitious, capable, influential, and successful (Cieciuch & Schwartz, 2017 ). Additionally, the power dimension of teachers’ personal values delves into dominance, resources, and maintaining one's image. This dimension encompasses controlling people and material and social resources, ensuring security, and safeguarding the teachers' public image to prevent humiliation (Lönnqvist et al., 2019 ). The security dimension addresses both personal and societal safety concerns. It includes safety in one's immediate surroundings and ensuring stability in the broader society (Maio & Olson, 2015 ). This dimension focuses on the safety, harmony, and stability of society, relationships, and oneself concerning social order, national security, family security, reciprocation of favors, and cleanliness (Fotopoulos et al., 2011 ; Bardi & Schwartz, 2020 ). Conformity concentrates on adhering to rules, laws, and formal obligations, as well as avoiding actions that may upset or harm other school members. Specifically, it involves restraining actions, inclinations, and impulses that might disrupt social norms or harm others, emphasizing politeness, self-discipline, respect for elders, and obedience (Daniel et al., 2015 ). Furthermore, the tradition dimension of teachers’ personal values centers on preserving cultural, family, or religious traditions. It also involves acknowledging one's insignificance in the broader scheme of things and entails respect, dedication, and acceptance of the customs and ideas provided by the school's culture (Kluckhohn, 2019 ). The final two dimensions among teachers’ personal values examined were benevolence and universalism. Benevolence encompasses the reliability and caring aspects of teachers. This dimension fosters teachers as dependable and trustworthy members of the school community, encouraging commitment to the well-being of all students and other school members (Fotopoulos et al., 2011 ; Roccas & Sagiv, 2019 ). Additionally, benevolence involves the preservation and enhancement of the welfare of school members, particularly students with whom there is frequent personal contact. Teachers are expected to display loyalty, responsibility, honesty, and forgiveness toward students and other school members (Kluckhohn, 2019 ). Universalism addresses concerns of care, nature, and tolerance. Teachers committed to universalism prioritize equality, justice, and protection for all students and other school members. Furthermore, they are inclined to preserve the natural environment within the school and accept and understand students and staff who are different from themselves or others (Lönnqvist et al., 2019 ). This value system encompasses understanding, appreciation, tolerance, and protection for the welfare of all students, school members, and nature. The theoretical implications suggest that teachers’ values represent broad, desirable goals that drive their actions and serve as guiding principles in their teaching practices. These values tend to be universal as they are rooted in one or more of three universal needs fundamental to teachers’ existence, which they aid in managing (Henderson-King & Michelle, 2016 ). These values signify the socially desirable concepts used by teachers to mentally represent these goals and express them in social interaction. These three universal needs encompass the biological needs of teachers as organisms, requirements for coordinated social interaction, and the collective survival and welfare needs of the group. Pre-service teachers cannot effectively manage these inherent needs alone; they must articulate appropriate goals, communicate about them, and seek cooperation in their pursuit as emerging professional educators (Schwartz et al., 2017; Strasheim & Ungerer, 2017 ). Preservice teachers’ effective teaching There are several characteristics of effective teaching. Some studies have been conducted on these characteristics from the perspective of teachers. Sheridan (2011) explored preservice teachers’ perceptions of effective secondary teacher qualities as they progress through their four-year undergraduate degree. The study adopted a mixed- methods approach where both quantitative and qualitative data were taken. Findings revealed that perceptions about effective teaching were not fixed because their views on knowledge, pedagogy professional and interpersonal qualities differed in response to new learning or new priorities. Learning for the preservice teacher was developmental, moving from the focus on self to a deeper, more insightful ethical, professional view of themselves. Sheridan’s (2011) study measured teachers’ effectiveness using variables that can be grouped into two of the components used in this study; that is, subject matter expertise and relational expertise. He did not consider the other two facets of effective teaching (personality and teaching-related behaviour) used to conceptualised and measure it in this study. Again, his study did not look at the effect of respondents’ age, gender and teaching experience on their teaching effectiveness, not to mention controlling it. The education systems of most countries have gone major phases of change since the inception of their democracy. Such degree of changes requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of pedagogical transition (Schreuder, 2014). According to Schreuder (2014), the way teachers were trained during their initial training does not match what is required from them in some of these countries, including South Africa. Preservice teachers have received on-going criticism because of their poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring effective teaching. Research proves that quality teachers ensure effective teaching and improved learner performance (Goldhaber as cited in Schreuder, 2014). Therefore, providing learners with good teachers is crucial. Schreuder (2014) examined the teaching in schools in the Western Cape within the concept of quality. The aim was to understand what professional development programmes teachers are engaging with and what the effect is of such initiatives. Phenomenology was used as the theoretical strategy for this research. The main epistemological assumption was that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in professional development of teachers. Experiences and voices of respondents were the medium through which Schreuder (2014) explored teaching and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. The findings indicated that professional development had a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners at school level. Schreuder (2014) further found that many teachers are able to demonstrate effective teaching. However, this demonstration of effectiveness in the teaching does not translate into students’ performance. This calls for the need to relook at teaching practices of preservice teachers. The measurement of effective teaching used is consistent with the current study. However, the usage of mixed method is not consistent with the current study. The philosophical orientation of Schreuder’s (2014) study was based on phenomenological while that of the current study was pragmatism. This difference explains the adoption of different approach. Also, the controlling effects of respondents’ age, gender and prior teaching experience were not examined. Wygal and Stout (2015) looked at effective teaching best practices by collecting data from award-winning educators. They posit that generally educators perceived their effectiveness in positive terms as they possess high personality and relational expertise. However, their effectiveness is not positively related to students’ academic success. Wygal and Stout also employed the quantitative approach and measured effective teaching using components such as teaching-related behaviour, subject matter expertise, personality and relational expertise. In line with Wygal and Stout’s (2015) study, Babajide, et al., (2015) also undertook to develop a model for evaluating teaching effectiveness in professional programmes using Nigeria as a basis for study. They measured effective teaching using only pedagogical and content knowledge facets. However, the measurement of effective teaching is broader and general as presented under the conceptual framework of the study. Babajide et al. (2015) indicated high level of effective teaching rating by respondents. Furthermore, Hasan (2017) also investigated preservice teachers’ perception about effective teaching using a total of 220 preservice teachers. Inferential statistical tools such as one-way analysis of variance (ANOVA) and linear regression were used to analyse the data. Even though linear regression will produce meaningful results, it will have been appropriate for Hasan (2017) to use Structural Equation Modelling (SEM) on effective teaching variable since the study variables were measured numerically using ratio scale. The findings that emerged show that effective teaching dimensions such as pedagogical skills and subject matter expertise were rated in positive terms by respondents. However, in relation to classroom management they viewed it negatively. Again, Hasan (2017) also measured effective teaching using three components, which in my view cannot be used to measure the variable holistically. Sandholtz (2019) also looked at preservice teachers’ descriptions of effective and ineffective teaching experiences near the end of their preparation programme. Using written documents collected over five years, the study specifically investigates the extent to which preservice teachers focused on classroom management, identified student understanding in their descriptions, and considered factors related to student learning in their reasoning about their actions. Findings revealed that the preservice teachers appeared to be developing the personal capacity and inclination to concentrate on issues related to student understanding. They mentioned student understanding more frequently when describing ineffective instruction rather than effective instruction, suggesting an inclination to recognise signs of students’ misunderstanding. However, the results show that respondents view their effective teaching in positive terms. The study supports the notion that preservice teachers, during their teaching practices, are able to demonstrate high level of effectiveness in teaching of their respective subjects in order to obtain high score or grade than when they are in the service; particularly, in the area of personality, teaching-related behaviour and relational expertise. Research Methodology The study employed the descriptive cross-sectional survey design, with quantitative approach to select 387 final year education students for the study. The first two research questions were analysed using means and standard deviations and hypotheses were analysed using Pearson Moment Correlation to assess the relationship between preservice teachers’ personal values and their effective teaching. Teacher effectiveness scale used was adapted from the work of Calaguas (2012) for assessing teacher effectiveness. The original scale of Calaguas (2012) is made up of four dimensions on a four point-Likert kind of scale. Reliability index of the effective teaching instrument is present in Table 1 . Table 1 Reliability Index of Effective Teaching Dimensions Number of Items Cronbach Alpha Index Teacher-related behaviour 5 .84 Subject matter expertise 5 .74 Relational expertise 5 .72 Personality 5 .74 Overall 15 .84 Source: fieldwork (2024). The first dimension of the scale is ‘teaching-related behaviour which measures teachers believe in the potential of students, passion for the teaching profession, intentions to observe the ethical conduct in the teaching profession and command respect from students (Calaguas, 2012; Hill & Hawk, 2017). Clearly, this subscale has the potency to elicit appropriate response on preservice teachers’ inherent teaching-related behaviour. The internal consistency of the subscale measured by Cronbach Alpha was 0.84 The second dimension of the teacher effectiveness scale was named ‘subject matter expertise’ which reflects belief of constant preparedness when teaching. The show of mastery of lessons taught, being well informed about lessons taught, show of expertise in lessons taught, the share of interesting ideas that relate to lessons taught, a display of authority when teaching, responding to questions appropriately when it comes up, a show of thorough understanding of lessons taught, sharing relevant information on lessons taught, and an exhibit of the ability to teach several academic subjects (Akeke et al., 2020; Calaguas, 2012; Kyriacou, 2019). This dimension has 5 items with a Cronbach Alpha index of .74. The third dimension of the teacher effectiveness scale was “relational expertise”. This dimension reflects belief of being able to display kindness to others, respect others, accept others, think thoroughly of decisions prior to making them, show concern for others, display friendly attitude toward others, and accept students (Calaguas, 2012; Kyriacou, 2019). This facet contains 5 items with an internal consistency index of .72. The fourth dimension of the teacher effectiveness scale was “personality”. This dimension also has five (5) items with a Cronbach Alpha index of .74. The ‘personality’ dimension reflects beliefs about a teacher’s potency to manifest charisma, exhibit grace under pressure, manifest an outgoing personality, show predictability of actions, and spend time reflecting (Akeke et al., 2020; Calaguas, 2012). Overall, the teacher effectiveness scale developed by Calaguas (2012) has a sound psychometric property, and it has been identified to possess high convergent and discriminant validity (Akeke et al., 2020; Calaguas, 2012; Hill & Hawk, 2017; Kyriacou, 2019). It also has an overall Cronbach Alpha index of .84. Even though the teacher effectiveness scale adapted has a high psychometric property, the researcher reduced the items of this scale from 67 to 20 items, five items each for each of the four dimensions. Again, the tool employed to gather information regarding the personal values of preservice teachers and effect on effective teaching was questionnaire. The questionnaire items were derived from established Portrait Value Questionnaire (PVQ) scales created to assess personal values. The PVQ scale used in this study was initially developed by Fotopoulos et al. ( 2011 ). Its primary aim was to gauge individuals' personal values in order to elucidate their behavioural tendencies (Barni et al., 2019 ; Fotopoulos et al., 2011 ; Schwartz, 2012 ; Schwartz et al., 2001 ). The scale consisted of 10 components related to teachers' personal values. Furthermore, a four-point Likert scale, spanning from strongly agree to strongly disagree, was employed. The reliability index of the scale is detailed in Table 2 . Table 2 – Reliability Index of Portrait Value Questionnaire Dimensions Number of Items Cronbach Alpha Index Benevolence 4 .69 Universalism 6 .79 Self-direction 4 .64 Stimulation 3 .56 Hedonism 3 .62 Achievement 4 .62 Power 3 .62 Security 5 .74 Conformity 4 .54 Tradition 4 .63 Whole scale 40 .93 Source: Fotopoulos et al. ( 2011 ). Results Research Question One What is the level of preservice teachers’ effectiveness in teaching in Ghana? This research question sought to examine the level of preservice teachers’ effectiveness based on four facets of the teachers’ effectiveness. These were teaching-related behaviour, subject matter expertise, relational expertise and personality. The results are presented in Table 3 . Table 3 – Preservice teachers’ level of Effective Teaching Dimensions of Teachers’ Effectiveness Mean SD Teaching-related behaviour 3.57 .45 Relational expertise 3.51 .48 Subject matter expertise 3.49 .45 Personality 3.31 .51 Mean of Means (Effective teaching) 3.47 .40 Source: fieldwork (2024) In Table 3 , respondents strongly agreed that they are able to demonstrate high levels of teacher-related behaviour ( M = 3.57, SD = .45). This shows that preservice teachers have strong passion for the teaching profession, strong belief in students’ potentials, and they are committed to observing all norms about the teaching. Similarly, the results show that the teachers are ready to serve as positive role models to their students and provide activities relevant to the teaching profession. Similarly, as indicated in Table 3 , the respondents strongly agreed that they have high level of relational expertise ( M = 3.51, SD = .48). This may mean that preservice teachers are able to show kindness to all their students, respect their students as part of who they are, and they can accept all manner of students. Likewise, the teachers can show concern for all and they are ever ready to show friendly attitude to all their students. Furthermore, preservice teachers agreed strongly that they have the needed subject matter expertise required in teaching at the secondary school level ( M = 3.49, SD = .45). This may possibly mean that the teachers will always prepare before holding lesson on any topic, they will provide adequate information to students on any topic that they teach, and also, they will demonstrate mastery on all topics that they teach their students. Likewise, the teachers know how to answer all questions raised by their students in class during lessons and also how to demonstrate mastery of subject matter when teaching. In relation to respondents’ views on personality, the results show that they agreed to the construct ( M = 3.31, SD = .51). That is, preservice teachers perceived their characteristic way of thinking, feeling, and behaving professionally in positive terms. This shows that they are always ready to manifest charisma in their teaching and also ready to exhibit grace under pressure. In addition, the results mean that preservice teachers will show an outgoing personality among their students, they are ready to spend time reflecting on their job as teachers, and also their actions can be predicted. Overall, the results that emerged from Table 3 show that preservice teachers perceived their teaching to be effective ( M = 3.47, SD = .40). This means, preservice teachers view their ability to design and understand the needs of their students for quality instruction very high. The findings are consistent with that of Schreuder (2014), Wygal and Stout (2015), and Babajide et al. (2015). Schreuder found that many teachers are able to demonstrate effective teaching in their respective areas of specialities. However, according to Schreuder, this demonstration of effectiveness in teaching does not translate into students’ performance. The findings of the current study are in line with several previous findings. It is thus clear that effective teaching can be depicted in terms of the expertise concerning the subject matter and the general relatedness and behaviour of the teacher. Similarly, Wygal and Stout (2015) also posit that educators perceived their effectiveness in positive terms. Wygal and Stout further indicated that learning environment, student focus, preparation and organisation, importance of the practice environment, passion and commitment to teaching (as a profession), and the design of the course learning environment showed how effective a teacher is. In line with Wygal and Stout’s (2015) study, Babajide et al. (2015) also undertook to develop a model for evaluating teaching effectiveness using Nigeria as a basis for study. Babajide et al. indicated high level of effective teaching rating by respondents. Babajide et al. further averred that teaching efficiency should not only be looked at from a single point of ‘methods of teaching’ but instead from a broader perspective of qualities of competency of the teacher, teacher personal teaching style, general teaching methods and measure enhancing success in exam. Furthermore, the findings that preservice teachers view their effectiveness positively corroborate with that of Hasan (2017) who also investigated preservice teachers’ perception about effective teaching using a total of 220 preservice teachers. The findings that emerged from Hasan’s (2017) study show that effective teaching dimensions such as pedagogical skills and subject matter expertise were rated in positive terms by respondents. However, in relation to classroom management, he found that the respondents viewed it negatively. Nonetheless, Egeberg et al. (2020) conducted a survey with 50 secondary school teachers to capture their views on their effective classroom management experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports. The results show that the teachers were able to demonstrate meaningful level of effectiveness with regard to their classroom management. This means, in relation to classroom management, there is inconsistency between the findings of Hasan and Egeberg et al. (2017). However, the finding of Egeberg et al. is consistent with the current study. In addition, the findings that emerged from Table 3 is consistent with that of Sandholtz (2019) who looked at preservice teachers’ descriptions of effective and ineffective teaching experiences near the end of their preparation programme. Sandholtz found that the respondents viewed their effective teaching in positive terms. He supported the notion that preservice teachers, during their teaching practices, are able to demonstrate high level of effectiveness in order to obtain high score or grade than when they are in the service; particularly, in the area of personality, teaching-related behaviour and relational expertise. In examining the issue of preservice teacher preparation, Afalla and Fabelico (2020) also identified the impact of pedagogical competence on the teaching effectiveness of a State University’s preservice teachers in the Cagayan Valley Region, Philippines. They found that teachers on preservice practices regularly demonstrated a very high degree of pedagogical ability. That is, preservice teachers showed a high degree of competence in putting ideas into action, giving due consideration to the value of feedback in the teaching and learning processes. Additionally, attitudes of teachers were discovered as an important factor in the teaching process. In addition, preservice teachers showed a high degree of knowledge on the subject matter because it is an apparent requirement for any instructor. Even though the finding that preservice teachers view their teaching effectiveness in positive terms is consistent with most studies, it however, contradicts that of Sheridan (2011) and Chaturvedi et al. (2021). Sheridan (2011) explored preservice teachers’ perceptions of effective secondary teacher qualities as they progress through their four- year undergraduate degree. He found that perceptions about effective teaching were not fixed because preservice teachers’ views on knowledge, pedagogy professional and interpersonal qualities differed in response to new learning or new priorities. Learning for the preservice teacher was developmental, moving from the focus on self to a deeper, more insightful ethical, professional view of themselves. In examining the effective teaching practices for success during COVID 19 pandemic, focusing on phygital learning, Chaturvedi et al. (2021) also found that most teachers are not able to demonstrate adequate teaching plan, strategies and effectiveness during their practices. The findings of the study pointed out that preservice teachers viewed themselves as effective in terms of the various dimensions of teacher effectiveness. Interestingly this finding is corroborated by previous studies by Schreuder (2014), Wygal and Stout (2015), and Babajide et al. (2015), Sandholtz (2019) and Egeberg et al. (2020) among others. Nonetheless several other researchers present contradictory findings. The lack of consistency in the findings could be associated with the difference in research settings and how the variable was measured. However, researchers agree that the effectiveness of preservice teachers is an important factor in enhancing better academic performance among students. Research Question Two What is the level of preservice teachers’ personal values in teaching in Ghana? The research question aimed to examine the personal values of preservice teachers concerning teaching. Table 4 presents the outcomes. Table 4 –Preservice Teachers’ Personal Values Dimensions of Personal Values Mean SD Universalism 3.51 .49 Security 3.48 .48 Stimulation 3.48 .49 Conformity 3.47 .48 Tradition 3.34 .48 Achievement 3.30 .53 Benevolence 3.29 .52 power/authority 3.23 .55 self-direction 2.94 .57 Hedonism 2.90 .59 Mean of Means (Personal Values) 3.29 .36 Source: fieldwork (2024) As indicated in Table 4 , the sub-scale of universalism demonstrated the highest mean score of 3.51 with a standard deviation of .49. A higher mean suggests strong agreement among most respondents regarding statements associated with universalism. Likewise, respondents strongly perceived Security (M = 3.48, SD = .48) and Stimulation (M = 3.48, SD = .49) in positive terms. Again, according to Table 2 , participants exhibited strong agreement with the Conformity (M = 3.47, SD = .48) and Tradition (M = 3.34, SD = .48) sub-scales. Additionally, the findings revealed agreement with the achievement (M = 3.30, SD = .53) sub-scale. Concerning Benevolence (M = 3.29, SD = .52), as demonstrated in Table 2 . Moreover, respondents also agreed with the power (M = 3.23, SD = .55), self-direction (M = 2.94, SD = .57), and Hedonism (M = 2.90, SD = .59) sub-scales of teachers’ personal values. Overall, the results suggest that preservice teachers perceived their personal values positively (M = 3.29, SD = .36), particularly emphasizing values related to universalism, stimulation, security, conformity, and tradition. The general impression of the study is that the preservice teachers have personal values that help them to achieve better results in the classroom. Specifically, preservice teachers highly expressed universalism values in their teaching. This means that there is a strong agreement among preservice teachers regarding the importance of treating all students equally, fostering harmony irrespective of backgrounds, and promoting care for the school environment. This indicates that these teachers wholeheartedly believe that no matter the calibre of students we have in our various classrooms, they must be treated with dignity and harmony in order to have a friendly atmosphere for effective teaching and learning activities which will enable them to have success in their studies. Again, this is an indication to exhibit a strong willingness to listen to their students and strive for synchronization among them. This finding supports the study of Barni et al. (2018, 2019) who found that teachers expressed self-transcendence value more. Universalism is an element of self-transcendence value. Again, this study in also in line an earlier study conducted by Sam et al. ( 2021 ) who also found that preservice teachers are mostly drawn to the teaching profession due to social utility values like universalism. It is also important to note that preservice teachers also expressed security values which indicates a keen interest in ensuring safety and stability within the school context, the results reveal that preservice teachers consistently avoid situations that may jeopardize their safety within school premises. It is also crucial for them to ensure the school environment remains secure, emphasizing the significance of having a stable school environment. Moreover, they prioritize an organized and clean school environment, valuing their health within the school setting. This finding supports the study of Barni et al. ( 2018 , 2019 ) who found that teachers expressed conservation values. Security value is an element of conservation value. Again, preservice teachers highly expressed stimulation values in their teaching. This implies that preservice teachers reflect a positive attitude towards embracing novelty and creating an engaging classroom atmosphere and have inclination towards exploring innovative approaches for the benefit of their students. They place importance on maintaining an engaging classroom atmosphere for their students and seek out new adventures in their teaching. This is in line with Barni et al. ( 2018 , 2019 ) who found that teachers expressed openness to change values. Stimulation value is an element of openness to change value. Specifically, it encompasses teachers' social status and prestige, control or dominance over their students and resources (social power, wealth, and authority). Also, preservice teachers did express low self-direction values in their teaching. Regarding self-direction, it reflects preservice teachers’ inclination to approach things in their unique way, valuing freedom in planning and choosing class activities and expressing curiosity and self-reliance within the school environment. Thus, becoming independent of thought and actions, choosing, creating and exploring teaching activities. This is also in line with Barni et al. ( 2018 , 2019 ) who found that teachers expressed self- direction values as can be seen in openness to change values. Also, in line with Sam et al. ( 2021 ) who also found that preservice teachers are mostly drawn to the teaching profession due to personal utility value like self-direction value which is the teachers’ responsibilities and active role in relation to their own classroom activities. Lastly, preservice teachers did express low hedonism values in their teaching. This implies that preservice teachers values is based on their emotions and experiences of teaching, not on the functionality or usefulness of the teaching. According to this value pleasure is the only intrinsic good and pain is the only intrinsic bad. This is also in line with Barni et al. ( 2018 , 2019 ) who found that teachers expressed openness to change values and hedonism is part of openness to change values being an acceptance of the need for change Willingness to support the change and positive affect or emotions towards either the change or the potential consequences of the change Hypothesis There is no statistically significant relationship between preservice teachers’ personal values and their teaching effectiveness in the teaching profession. The rationale for the hypothesis was to assess the relationship between preservice teachers’ personal values and their effectiveness in the teaching. As indicated earlier, multiple items were used to collect data on the independent and dependent variables. Pearson product moment correlation was used to analyse for the relation between the variables. The Pearson product moment correlation results of the variables were presented. The results are presented in Table 5 . Table 5 – Relationships between Preservice teachers’ Personal Values and their Teaching Effectiveness Variables Mean SD 1 2 3 4 Teachers’ Effectiveness 3.47 .39 1 .63 ** .62 ** .65 ** Teachers’ Personal Values 3.29 .36 .62 ** .69 ** 1 .65 ** Source: Sam (2021) **p < .01 (N = 374) As contained in Table 5 , preservice teachers’ effectiveness in the teaching is positively and significantly related to their personal values (r = .62, p < .01). All the relationships can be described as strong. On the bases of these findings, the research rejects the null hypothesis since the evidence suggest that there is a strong and positive statistically significant relationship between preservice teachers’ personal values and their teaching effectiveness. This shows that the higher the broad desirable goals that stimulate teachers’ actions and serve as guiding principles in their teaching, the higher their ability to design and understand the needs of their students for quality instruction. The finding that preservice teachers’ personal values have positive and strong relationship with their teaching effectiveness is consistent with the findings of Anitha and Krishnaveni ( 2017 ) which confirmed the existing argument that there is a positive relationship between teachers’ personal values and their effectiveness. Their study indicates that teachers with strong personal values are able to demonstrate high level of quality teaching in the classroom. Conclusions and Recommendations Since the study found that preservice teachers possess the characteristics of an effective teacher. They demonstrated teacher related behaviour, relational expertise and subject matter expertise. With the aim of determining the characteristics of preservice teachers that help them to teach effectively, literature has suggested that expertise in the area of specialisation and good teacher relationship are key characteristics of an effective teacher. This study revealed that preservice teachers possess appropriate teacher-related characteristics for effective teaching. Thus, regarding the characteristics for effective teaching, it is therefore concluded that preservice teachers perceive themselves to possess high expertise in the subject area and the teacher-related behaviour with which preservice teachers relate with their students serve as the hallmark of effective teachers. These characteristics show whether a teacher is effective or not. Since the study found that subject matter expertise and relatedness behaviours among teachers are key characteristics of effective teaching, it is recommended that management of the universities, through the various academic departments, constantly review their academic programmes to meet the current demands of the teaching industry. Also, the universities should constantly organise workshops for teaching staff to regularly update their knowledge, skills and competencies in their respective pedagogical content knowledge areas. In order for the preservice teachers to become globally competitive, management of the universities can also organise and arrange for exchange programmes that focus on comparative education in the area of pedagogical content development and exploration to help broaden their pedagogical scope in the ‘noble’ profession. Again, the study examined the personal values of preservice teachers for teaching, which according to several previous studies include: universalism, security and stimulation. The findings of the study also showed that key personal values among preservice teachers included universalism, stimulation, security and confirmatory values. Gathering from this, it is concluded that preservice teachers perceive their personal value in positive terms, with specific values related to universalism, security and stimulation. This implies that preservice teachers have personal values related to seeking welfare and well-being of their students and their schools. Based on the findings concerning the personal values of preservice teachers, it is suggested that university management take steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs. This could involve organizing biannual seminars or workshops for trainee-teachers, focusing on instilling the approved and preferred value systems within the teaching domain and fostering self-development within the cultural framework of Ghana. Additionally, the university management could launch a student- teacher mentorship initiative aimed at guiding trainees to adopt the recommended values inherent in the teaching profession, either consciously or subconsciously, by observing and learning from their mentors. Furthermore, both university management and the proposed mentors of these trainee-teachers should encourage them to uphold their personal values as they transition into the teaching field. This guidance is crucial, as teachers' personal values can forecast their effectiveness in the profession. Finally, the study found that preservice teachers’ effectiveness in the teaching significantly relates to their personal values. Based on this, it is recommended that the universities organize continuous capacity-building programs for preservice teachers by the help of Ghana Education Service; to improve their level of personal values. This would go a long way to enhance preservice teachers' effectiveness in their profession. Declarations Ethics approval and consent to participate. All materials were used and methods carried out in accordance with relevant guidelines and regulations. Statements on Open Data The data supporting the findings in this study were obtained from a group of preservice teachers at the University of Cape Coast and University of Education, Winneba. The study was approved by an Institutional Review Board (IRB-UCC) from the University of Cape Coast with the ethical clearance – ID (UCCIRB/CES/2021/11). Hence, informed consent was obtained from all respondents before data collection. Data availability The data that support this research are survey data, which are under the ethical custody of the researchers. However, the data are available from the corresponding author upon reasonable request. Authorship Contribution Statement LS: Writing – review & editing, Writing – original draft, Visualization, Validation, Project administration, Methodology, Investigation, Data curation, Conceptualization. ED: Writing – review & editing, Writing – original draft, Visualization, Validation, Software, Project administration, Methodology, Investigation, Formal analysis, Data curation, Conceptualization. SYA: Writing – review & editing, Writing – original draft, Validation, Supervision, Project administration, Conceptualization. RA: Writing – review & editing, Writing – original draft, Visualization, Validation, Software, Formal analysis, Data curation, Conceptualization. Funding This research did not receive any funding. 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H., Melech, G., Lehmann, A., Burgess, S., Harris, M., & Owens, V. (2001). Extending The Cross-Cultural Validity of The Theory of Basic Human Values with A Different Method of Measurement. Journal of Cross-Cultural Psychology , 32 (5), 519-542. Strasheim, A., & Ungerer, L. (2017). An Alternative Model of Schwartz’s Basic Human Values in Consumer Research. Developments In Marketing Science: Proceedings of The Academy of Marketing Science , 814-814. Doi:10.1007/978-3-319-50008- 9_224. Torsney, B. M., Ponnock, A. R. & Lombardi, D. (2017). The Role of Values in Preservice Teachers’ Decision to Teach. The Teacher Educator , 52 (1), 39-56. Vallerand, R. J. (2021a). Reflections on the Legacy of Self-Determination Theory . Unpublished Manuscript, Laboratoire De Recherche Sur Le Comportement Social, Université Du Québec À Montréal, Québec Province, Canada. Zhao, H., & Zhang, X. (2017). The Influence of Field Teaching Practice on Preservice Teachers’ Professional Identity: A Mixed Methods Study. Frontiers in Psychology, 8 (1264), 01-11. Doi: 10.3389/Fpsyg. 2017.01264 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6244689","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":446313587,"identity":"218b9b3f-ca24-45c0-a0ef-45e552cea3a2","order_by":0,"name":"Leticia Sam","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Leticia","middleName":"","lastName":"Sam","suffix":""},{"id":446313588,"identity":"773c2b02-8bd2-4937-9294-1bb3f2e9688d","order_by":1,"name":"Emmanuel Dorsah","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9ElEQVRIiWNgGAWjYHACAxCRwI8mcoCwFskGZlK1GBwgVgs//+KNjyv+2OUZnz9/TIKxzU6egb15mwTDrzs4tUjOeFZseLYtudjsRjIbUEuyYQPPsTIJxr5nuF1144yZZGMDc+K2G8wgLQcSGCRyzCQYew7j1GIP0tLwpz5xc/9hqBb5N/i1GPD3ALWwHU7cwJAMs4XHTILhB24tEjfYig0b244nzriRbGyRcC7ZsI0nrdgisQG3Fv7+wxsfNvypTuzvP/jwxocyO3l+9sMbb3z4g1sLg0QCEgfEZgMxEttw62DgP4BV+A8eLaNgFIyCUTDSAABpGlXZR2prQQAAAABJRU5ErkJggg==","orcid":"","institution":"University of Cape Coast","correspondingAuthor":true,"prefix":"","firstName":"Emmanuel","middleName":"","lastName":"Dorsah","suffix":""},{"id":446313589,"identity":"05814e38-5e60-42e4-a286-24dab5d75899","order_by":2,"name":"Samuel Yaw Ampofo","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Samuel","middleName":"Yaw","lastName":"Ampofo","suffix":""},{"id":446313590,"identity":"9d2e8ee1-c530-45e1-a892-5e6bddfdf70c","order_by":3,"name":"Richard Asumadu","email":"","orcid":"","institution":"University of Cape Coast","correspondingAuthor":false,"prefix":"","firstName":"Richard","middleName":"","lastName":"Asumadu","suffix":""}],"badges":[],"createdAt":"2025-03-17 12:38:35","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6244689/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6244689/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81296472,"identity":"ed9cd6a1-07c4-4d71-ae23-c1034bfd0a52","added_by":"auto","created_at":"2025-04-24 13:04:53","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":87351,"visible":true,"origin":"","legend":"\u003cp\u003eThe Content and Structure of Teachers’ Personal Values source: Adopted from Fotopoulos et al. (2011)\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6244689/v1/7678981586176cec311b6f94.jpeg"},{"id":83968608,"identity":"87499ebb-d4eb-4879-b9c0-a9f94fb2919b","added_by":"auto","created_at":"2025-06-05 07:24:23","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":835809,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6244689/v1/88504e70-c294-4c76-a687-20ea39569e35.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003ePreservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEffective teaching has been a major issue of concern to educators and other stakeholders in the 21st century as evidence mounts on the critical role it plays in determining the quality of education in every nation (Fuudia, 2019; Mutaka, 2018). Quality education is derived from the ability of the teacher to ensure effective delivery of instruction in the classroom. Effective delivery is also evidenced in the teachers\u0026rsquo; pedagogical skills, content knowledge, classroom management, and the ability to create a positive and inclusive learning environment (Preston, 2017). Rahman et al., (2019) opine that one of the key indicators to evaluate the effectiveness of any education system is the quality of its teachers since they serve as agents of development.\u003c/p\u003e \u003cp\u003eA teacher\u0026rsquo;s effectiveness is measured by students\u0026rsquo; outcomes, teacher behaviours and classroom processes that promote student outcomes (Munna \u0026amp; Abul Kalam, 2021; Rahman et al., 2019). According to Bhat (2020), skills needed for effective teaching involve more than just subject matter expertise. Teacher effectiveness skills include but are not limited to their teaching-related behaviour, relational expertise and high-level personality. As shared by Kyriacou (2019), teachers who demonstrate these skills produce students with high level of performance and behaviour in their field of study. That is, teachers who prove high level of assessment skills, professional and personal values and attitudes, classroom management, pedagogical content knowledge, and good personality. Therefore, to ensure high level of quality education in the classroom, there is the need for the teachers to demonstrate meaningful level of effectiveness in their teaching in order to produce successful students in their areas of study (Alhassan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeaching necessitates cognitive abilities like knowledge and skill, alongside affective abilities like attitudes and behaviours. It is vital for teacher to possess specific values and attitudes regarding the profession (Cetin, 2006) since personal values play a crucial role in shaping the identity of the future teachers (Henderson-king \u0026amp; Michelle, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Barnes, 2020). Consequently, preservice teachers\u0026rsquo; thoughtful of who they are, what they stand for and what drives them starts with identifying their personal values (Sahin-Fırat, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Barni, et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Barni et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; M\u0026eacute;rida-L\u0026oacute;pez et al., 2021). The fundamental motivators for the preservice teachers' character and behaviours are their personal values (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Schwartz, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Henderson-King \u0026amp; Michelle, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTeachers\u0026rsquo; personal values steer their conduct within the school environment where they operate (Rechter \u0026amp; Sverdlik, 2016; Barni et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Teachers\u0026rsquo; personal values positively influence teaching methods and decision-making in the classroom, boosting motivation, dedication, and overall teaching effectiveness (Barni et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Şahin- Fırat, 2016; Struch \u0026amp; Van der Kloot, 2017; Torsney et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Additionally, teachers' personal values have been associated with their classroom management approaches, self- efficacy, and reasons for teaching (Barni et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to Barni et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), teachers\u0026rsquo; personal values drive their goals and behaviours at school. Moreover, values can support subjective well-being and an individual's self-efficacy. Teachers\u0026rsquo; self-efficacy, that is, teachers\u0026rsquo; beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity, plays a key role in influencing important academic outcomes (students\u0026rsquo; achievement and motivation) and well-being in the working environment (Cuervo \u0026amp; Acquaro, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Overall, Barni et al.'s study found that teachers\u0026rsquo; personal values are positively related to their effectiveness in teaching. However, the current study measures the responses discretely, which allows for the use of Pearson's moment correlation to examine the relationship.\u003c/p\u003e \u003cp\u003eBased on Schwartz\u0026rsquo;s well-known theory of human values, Barni et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) sought to examine the relations between teachers\u0026rsquo; values (conservation, openness to change, self- transcendence, and self-enhancement). Further, the study looked at their self-efficacy as well as the cumulative effect on their effective teaching. The results showed that teachers\u0026rsquo; conservation values were positively associated to their sense of self-efficacy regardless of the type and level of motivation for teaching (Demir et. al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Interestingly, the relationships between openness to change and self-efficacy as well as self-transcendence and self-efficacy varied depending on the teachers\u0026rsquo; level of motivations (Deci \u0026amp; Ryan, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). These relations were stronger when teachers perceived less external pressure and felt to be self-determined toward teaching (Essien et. al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFischer and H\u0026auml;nze\u0026rsquo;s (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) study also investigated university lecturers\u0026rsquo; characteristics and their influence on teaching practices. Coming from expectancy value theory, lecturers\u0026rsquo; personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university lecturers who were selected purposively. Multiple regression analyses showed that value of teaching affected student active involvement, and rapport. Further, the study found that transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport.\u003c/p\u003e \u003cp\u003eNotably, the predictors displayed a data source specific result pattern where there was a positive link between lecturers\u0026rsquo; personal value beliefs and their teaching effectiveness (Kluckhohn, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The sample size used in Fischer and H\u0026auml;nze\u0026rsquo;s (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) study was relatively small which might have affected the analysis, particularly, regarding the regression results. They could have employed bootstrapping procedure to reduce the error margins. Also, using a non-parametric sampling technique such as purposive sampling to select respondents and used parametric statistical tool such as linear multiple regression analysis makes the results questionable. All these potential gaps were taking care of in the current study.\u003c/p\u003e \u003cp\u003eConsidering the above studies and their respective findings, it appears research focus and attention has not been geared toward preservice teachers. Meanwhile, these are being trained to occupy the teaching profession. Hence, it is vital to know and understand the personal values possessed by preservice teachers as they go to occupy the teaching profession. Consequently, this study examines the personal values of preservice teachers and their effectiveness in teaching in Ghana.\u003c/p\u003e \u003cp\u003e \u003cb\u003eResearch Questions\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the level of preservice teachers\u0026rsquo; effectiveness in teaching in Ghana?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the level of preservice teachers\u0026rsquo; personal values in teaching in Ghana?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eH0: There is no statistically significant relationship between preservice teachers\u0026rsquo; personal values and their effectiveness in the teaching in Ghana.\u003c/p\u003e \u003cp\u003eH1: there is a statistically significant relationship between preservice teachers\u0026rsquo; personal values and their effectiveness in the teaching in Ghana.\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003eTheoretically, the theory of value as propounded by Shalom Schwartz was adopted to underpin this study. According to the theory of basic value, value system is basic and intrinsic in every individual (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The theory holds the assumption that values are derived from three needs of human existence. Namely, needs of individuals as biological organisms, coordinated social interaction, and group efficacy and survival (Schwartz, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Schwartz et al., 2017). Further, the theory holds the idea that value is guided by six main features that are implicit in the writings of many theorists.\u003c/p\u003e \u003cp\u003eThe first feature indicates that values are beliefs that affect feeling (Schwartz et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Preservice teachers for whom independence is an important value in their teaching life become aroused if their independence is threatened, despair when they are helpless to protect it, and are happy when they can enjoy it (Knafo \u0026amp; Sagiv, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe second feature indicates the desirable goals that motivate preservice teachers\u0026rsquo; behaviours and actions. Preservice teachers for whom social order, justice, and helpfulness are important values are motivated to pursue these goals (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Schwartz, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe third feature posits that values transcend specific situations, actions, and situations (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Obedience and honesty values of preservice teachers, for example, may be relevant in the classroom, school, and also with colleagues or parents. According to Schwartz (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), this feature distinguishes values from norms and attitudes that usually refer to specific actions, objects, or situations.\u003c/p\u003e \u003cp\u003eThe fourth feature considers values as a phenomenon that serves as standards or criteria in the teaching life of the preservice teacher. According to Fotopoulos et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), values guide the selection or evaluation of actions, policies, people, and events. Preservice teachers decide what is good or bad, justified or illegitimate, worth doing or avoiding, based on possible consequences for their cherished personal values. However, the impact of values in everyday decisions is rarely conscious (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). According to Schwartz (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), preservice teachers\u0026rsquo; personal values enter awareness when their actions or judgments they are considering have conflicting implications for different values they cherish.\u003c/p\u003e \u003cp\u003eThe fifth feature posits that personal values of preservice teachers are ordered by importance relative to their individual needs and demands (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The personal values of the teachers form an ordered system of priorities that characterise them as individuals (Essien et. al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Do they attribute more importance to achievement or justice, to novelty or tradition? This hierarchical feature also distinguishes values from norms and attitudes (Roni et. al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe last feature looks at the relative importance of multiple values that guide the actions of teachers (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Any attitude or behaviour typically has implications for more than one value. For example, attending church might express and promote traditional and conformity values at the expense of hedonism and stimulation values (Vallerand, 2021). The trade-off among relevant, competing values guides attitudes and behaviours (Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Schwartz et al., 2017). Personal values of preservice teachers influence their actions when they are relevant in the context, hence likely to be activated, and important to them.\u003c/p\u003e \u003cp\u003eWhat distinguishes one preservice teacher from another is the type of goal or motivation that they express. The values theory defines ten broad values according to the motivation underlying each. These values are treated as facets of preservice teachers\u0026rsquo; personal values. The facets or dimensions are universalism, benevolence, tradition, conformity, security, power, achievement, hedonism, stimulation and self-direction. The theoretical assumption of the study is that these values are likely to be universal because they are grounded in one or more of the three universal requirements of teachers\u0026rsquo; existence with which they help to cope (Henderson-king \u0026amp; Michelle, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003ePreservice Teachers' Personal Values\u003c/h2\u003e \u003cp\u003ePersonal values are deeply held beliefs that reflect an individual's understanding of what is right or wrong, or what should be. Teachers' personal values are viewed as broad and desirable objectives that motivate their actions and act as guiding principles in their teaching lives (Şahin-Fırat, 2016; Barni et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Asah et al., \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Rokeach (1973) suggests that our values influence every activity we engage in, whether we are conscious of it or not. Conversely, Schwartz (1999) defines values as standards that direct our conduct. Moreover, Schwartz (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) proposes that personal values can be classified into a two-dimensional motivational system: self-transcendence and conservation values, and self-enhancement and openness to change values. Self- transcendence and conservation values focus on societal outcomes for others or recognized institutions, whereas self-enhancement and openness to change values center on personal outcomes. Nonetheless, the study considered ten dimensions of teachers' personal values: benevolence, universalism, self-direction, stimulation, hedonism, achievement, power, security, conformity, and tradition (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAs depicted in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the primary dimension is self-direction, which pertains to independent thinking and action, such as choosing, creating, and exploring (Schwartz, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Specifically, it involves the teachers' autonomy, creativity, innovation, independence, their capacity to set personal goals, and their inquisitiveness in the classroom. This dimension encompasses both thinking and action, focusing on the teachers' freedom to foster their ideas, capabilities, and actions essential for effective instruction.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eStimulation emphasizes excitement, novelty, and challenge in teaching life, including an adventurous, diverse, and daring life experience. Meanwhile, hedonism centers on personal pleasure and sensory satisfaction related to enjoying life and self-indulgence (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Knafo \u0026amp; Sagiv, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Schwartz et al., 2017). The achievement facet also concerns personal success achieved by demonstrating competence based on social standards such as being ambitious, capable, influential, and successful (Cieciuch \u0026amp; Schwartz, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Additionally, the power dimension of teachers\u0026rsquo; personal values delves into dominance, resources, and maintaining one's image. This dimension encompasses controlling people and material and social resources, ensuring security, and safeguarding the teachers' public image to prevent humiliation (L\u0026ouml;nnqvist et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe security dimension addresses both personal and societal safety concerns. It includes safety in one's immediate surroundings and ensuring stability in the broader society (Maio \u0026amp; Olson, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This dimension focuses on the safety, harmony, and stability of society, relationships, and oneself concerning social order, national security, family security, reciprocation of favors, and cleanliness (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Bardi \u0026amp; Schwartz, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Conformity concentrates on adhering to rules, laws, and formal obligations, as well as avoiding actions that may upset or harm other school members. Specifically, it involves restraining actions, inclinations, and impulses that might disrupt social norms or harm others, emphasizing politeness, self-discipline, respect for elders, and obedience (Daniel et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFurthermore, the tradition dimension of teachers\u0026rsquo; personal values centers on preserving cultural, family, or religious traditions. It also involves acknowledging one's insignificance in the broader scheme of things and entails respect, dedication, and acceptance of the customs and ideas provided by the school's culture (Kluckhohn, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe final two dimensions among teachers\u0026rsquo; personal values examined were benevolence and universalism. Benevolence encompasses the reliability and caring aspects of teachers. This dimension fosters teachers as dependable and trustworthy members of the school community, encouraging commitment to the well-being of all students and other school\u003c/p\u003e \u003cp\u003emembers (Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Roccas \u0026amp; Sagiv, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Additionally, benevolence involves the preservation and enhancement of the welfare of school members, particularly students with whom there is frequent personal contact. Teachers are expected to display loyalty, responsibility, honesty, and forgiveness toward students and other school members (Kluckhohn, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eUniversalism addresses concerns of care, nature, and tolerance. Teachers committed to universalism prioritize equality, justice, and protection for all students and other school members. Furthermore, they are inclined to preserve the natural environment within the school and accept and understand students and staff who are different from themselves or others (L\u0026ouml;nnqvist et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This value system encompasses understanding, appreciation, tolerance, and protection for the welfare of all students, school members, and nature. The theoretical implications suggest that teachers\u0026rsquo; values represent broad, desirable goals that drive their actions and serve as guiding principles in their teaching practices. These values tend to be universal as they are rooted in one or more of three universal needs fundamental to teachers\u0026rsquo; existence, which they aid in managing (Henderson-King \u0026amp; Michelle, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThese values signify the socially desirable concepts used by teachers to mentally represent these goals and express them in social interaction. These three universal needs encompass the biological needs of teachers as organisms, requirements for coordinated social interaction, and the collective survival and welfare needs of the group. Pre-service teachers cannot effectively manage these inherent needs alone; they must articulate appropriate goals, communicate about them, and seek cooperation in their pursuit as emerging professional educators (Schwartz et al., 2017; Strasheim \u0026amp; Ungerer, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003ePreservice teachers’ effective teaching\u003c/h3\u003e\n\u003cp\u003eThere are several characteristics of effective teaching. Some studies have been conducted on these characteristics from the perspective of teachers. Sheridan (2011) explored preservice teachers\u0026rsquo; perceptions of effective secondary teacher qualities as they progress through their four-year undergraduate degree. The study adopted a mixed- methods approach where both quantitative and qualitative data were taken. Findings revealed that perceptions about effective teaching were not fixed because their views on knowledge, pedagogy professional and interpersonal qualities differed in response to new learning or new priorities. Learning for the preservice teacher was developmental, moving from the focus on self to a deeper, more insightful ethical, professional view of themselves. Sheridan\u0026rsquo;s (2011) study measured teachers\u0026rsquo; effectiveness using variables that can be grouped into two of the components used in this study; that is, subject matter expertise and relational expertise. He did not consider the other two facets of effective teaching (personality and teaching-related behaviour) used to conceptualised and measure it in this study. Again, his study did not look at the effect of respondents\u0026rsquo; age, gender and teaching experience on their teaching effectiveness, not to mention controlling it.\u003c/p\u003e \u003cp\u003eThe education systems of most countries have gone major phases of change since the inception of their democracy. Such degree of changes requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of pedagogical transition (Schreuder, 2014). According to Schreuder\u003c/p\u003e \u003cp\u003e(2014), the way teachers were trained during their initial training does not match what is required from them in some of these countries, including South Africa. Preservice teachers have received on-going criticism because of their poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring effective teaching.\u003c/p\u003e \u003cp\u003eResearch proves that quality teachers ensure effective teaching and improved learner performance (Goldhaber as cited in Schreuder, 2014). Therefore, providing learners with good teachers is crucial. Schreuder (2014) examined the teaching in schools in the Western Cape within the concept of quality. The aim was to understand what professional development programmes teachers are engaging with and what the effect is of such initiatives. Phenomenology was used as the theoretical strategy for this research. The main epistemological assumption was that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in professional development of teachers.\u003c/p\u003e \u003cp\u003eExperiences and voices of respondents were the medium through which Schreuder (2014) explored teaching and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. The findings indicated that professional development had a large role to play in updating and upgrading teachers\u0026rsquo; skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners at school level.\u003c/p\u003e \u003cp\u003eSchreuder (2014) further found that many teachers are able to demonstrate effective teaching. However, this demonstration of effectiveness in the teaching does not translate into students\u0026rsquo; performance. This calls for the need to relook at teaching practices of preservice teachers. The measurement of effective teaching used is consistent with the current study. However, the usage of mixed method is not consistent with the current study. The philosophical orientation of Schreuder\u0026rsquo;s (2014) study was based on phenomenological while that of the current study was pragmatism. This difference explains the adoption of different approach. Also, the controlling effects of respondents\u0026rsquo; age, gender and prior teaching experience were not examined. Wygal and Stout (2015) looked at effective teaching best practices by collecting data from award-winning educators. They posit that generally educators perceived their effectiveness in positive terms as they possess high personality and relational expertise. However, their effectiveness is not positively related to students\u0026rsquo; academic success. Wygal and Stout also employed the quantitative approach and measured effective teaching using components such as teaching-related behaviour, subject matter expertise, personality and relational expertise.\u003c/p\u003e \u003cp\u003eIn line with Wygal and Stout\u0026rsquo;s (2015) study, Babajide, et al., (2015) also undertook to develop a model for evaluating teaching effectiveness in professional programmes using Nigeria as a basis for study. They measured effective teaching using only pedagogical and content knowledge facets. However, the measurement of effective teaching is\u003c/p\u003e \u003cp\u003ebroader and general as presented under the conceptual framework of the study. Babajide et al. (2015) indicated high level of effective teaching rating by respondents.\u003c/p\u003e \u003cp\u003eFurthermore, Hasan (2017) also investigated preservice teachers\u0026rsquo; perception about effective teaching using a total of 220 preservice teachers. Inferential statistical tools such as one-way analysis of variance (ANOVA) and linear regression were used to analyse the data. Even though linear regression will produce meaningful results, it will have been appropriate for Hasan (2017) to use Structural Equation Modelling (SEM) on effective teaching variable since the study variables were measured numerically using ratio scale. The findings that emerged show that effective teaching dimensions such as pedagogical skills and subject matter expertise were rated in positive terms by respondents. However, in relation to classroom management they viewed it negatively. Again, Hasan (2017) also measured effective teaching using three components, which in my view cannot be used to measure the variable holistically.\u003c/p\u003e \u003cp\u003eSandholtz (2019) also looked at preservice teachers\u0026rsquo; descriptions of effective and ineffective teaching experiences near the end of their preparation programme. Using written documents collected over five years, the study specifically investigates the extent to which preservice teachers focused on classroom management, identified student understanding in their descriptions, and considered factors related to student learning in their reasoning about their actions. Findings revealed that the preservice teachers appeared to be developing the personal capacity and inclination to concentrate on issues related to student understanding. They mentioned student understanding more frequently when describing ineffective instruction rather than effective instruction, suggesting an inclination to recognise signs of students\u0026rsquo; misunderstanding. However, the results show that respondents view their effective teaching in positive terms. The study supports the notion that preservice teachers, during their teaching practices, are able to demonstrate high level of effectiveness in teaching of their respective subjects in order to obtain high score or grade than when they are in the service; particularly, in the area of personality, teaching-related behaviour and relational expertise.\u003c/p\u003e\n\u003ch3\u003eResearch Methodology\u003c/h3\u003e\n\u003cp\u003eThe study employed the descriptive cross-sectional survey design, with quantitative approach to select 387 final year education students for the study. The first two research questions were analysed using means and standard deviations and hypotheses were analysed using Pearson Moment Correlation to assess the relationship between preservice teachers\u0026rsquo; personal values and their effective teaching. Teacher effectiveness scale used was adapted from the work of Calaguas (2012) for assessing teacher effectiveness. The original scale of Calaguas (2012) is made up of four dimensions on a four point-Likert kind of scale. Reliability index of the effective teaching instrument is present in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReliability Index of Effective Teaching\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of Items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCronbach Alpha Index\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeacher-related behaviour\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSubject matter expertise\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelational expertise\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.72\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonality\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOverall\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.84\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: fieldwork (2024).\u003c/p\u003e \u003cp\u003eThe first dimension of the scale is \u0026lsquo;teaching-related behaviour which measures teachers believe in the potential of students, passion for the teaching profession, intentions to observe the ethical conduct in the teaching profession and command respect from students (Calaguas, 2012; Hill \u0026amp; Hawk, 2017). Clearly, this subscale has the potency to elicit appropriate response on preservice teachers\u0026rsquo; inherent teaching-related behaviour. The internal consistency of the subscale measured by Cronbach Alpha was 0.84\u003c/p\u003e \u003cp\u003eThe second dimension of the teacher effectiveness scale was named \u0026lsquo;subject matter expertise\u0026rsquo; which reflects belief of constant preparedness when teaching. The show of mastery of lessons taught, being well informed about lessons taught, show of expertise in lessons taught, the share of interesting ideas that relate to lessons taught, a display of authority when teaching, responding to questions appropriately when it comes up, a show of thorough understanding of lessons taught, sharing relevant information on lessons taught, and an exhibit of the ability to teach several academic subjects (Akeke et al., 2020; Calaguas, 2012; Kyriacou, 2019). This dimension has 5 items with a Cronbach Alpha index of .74.\u003c/p\u003e \u003cp\u003eThe third dimension of the teacher effectiveness scale was \u0026ldquo;relational expertise\u0026rdquo;. This dimension reflects belief of being able to display kindness to others, respect others, accept others, think thoroughly of decisions prior to making them, show concern for others, display friendly attitude toward others, and accept students (Calaguas, 2012; Kyriacou, 2019). This facet contains 5 items with an internal consistency index of .72. The fourth dimension of the teacher effectiveness scale was \u0026ldquo;personality\u0026rdquo;. This dimension also has five (5) items with a Cronbach Alpha index of .74. The \u0026lsquo;personality\u0026rsquo; dimension reflects beliefs about a teacher\u0026rsquo;s potency to manifest charisma, exhibit grace under pressure, manifest an outgoing personality, show predictability of actions, and spend time reflecting (Akeke et al., 2020; Calaguas, 2012).\u003c/p\u003e \u003cp\u003eOverall, the teacher effectiveness scale developed by Calaguas (2012) has a sound psychometric property, and it has been identified to possess high convergent and discriminant validity (Akeke et al., 2020; Calaguas, 2012; Hill \u0026amp; Hawk, 2017; Kyriacou, 2019). It also has an overall Cronbach Alpha index of .84. Even though the teacher effectiveness scale adapted has a high psychometric property, the researcher reduced the items of this scale from 67 to 20 items, five items each for each of the four dimensions.\u003c/p\u003e \u003cp\u003eAgain, the tool employed to gather information regarding the personal values of preservice teachers and effect on effective teaching was questionnaire. The questionnaire items were derived from established Portrait Value Questionnaire (PVQ) scales created to assess personal values. The PVQ scale used in this study was initially developed by Fotopoulos et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Its primary aim was to gauge individuals' personal values in order to elucidate their behavioural tendencies (Barni et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Fotopoulos et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Schwartz, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Schwartz et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). The scale consisted of 10 components related to teachers' personal values. Furthermore, a four-point Likert scale, spanning from strongly agree to strongly disagree, was employed. The reliability index of the scale is detailed in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e\u0026ndash; Reliability Index of Portrait Value Questionnaire\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of Items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCronbach Alpha Index\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBenevolence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.69\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversalism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.79\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-direction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.64\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStimulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.56\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHedonism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAchievement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePower\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.62\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSecurity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.74\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConformity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.54\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTradition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.63\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhole scale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.93\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSource: Fotopoulos et al. (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e \u003cstrong\u003eResearch Question One\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eWhat is the level of preservice teachers’ effectiveness in teaching in Ghana?\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eThis research question sought to examine the level of preservice teachers’ effectiveness based on four facets of the teachers’ effectiveness. These were teaching-related behaviour, subject matter expertise, relational expertise and personality. The results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e– Preservice teachers’ level of Effective Teaching\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimensions of Teachers’ Effectiveness\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching-related behaviour\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.57\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.45\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRelational expertise\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.51\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSubject matter expertise\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.45\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonality\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.31\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.51\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMean of Means (Effective teaching)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.40\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"3\"\u003eSource: fieldwork (2024)\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eIn Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, respondents strongly agreed that they are able to demonstrate high levels of teacher-related behaviour (\u003cem\u003eM\u003c/em\u003e = 3.57, \u003cem\u003eSD\u003c/em\u003e = .45). This shows that preservice teachers have strong passion for the teaching profession, strong belief in students’ potentials, and they are committed to observing all norms about the teaching. Similarly, the results show that the teachers are ready to serve as positive role models to their students and provide activities relevant to the teaching profession.\u003c/p\u003e \u003cp\u003eSimilarly, as indicated in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the respondents strongly agreed that they have high level of relational expertise (\u003cem\u003eM\u003c/em\u003e = 3.51, \u003cem\u003eSD\u003c/em\u003e = .48). This may mean that preservice teachers are able to show kindness to all their students, respect their students as part of who they are, and they can accept all manner of students. Likewise, the teachers can show concern for all and they are ever ready to show friendly attitude to all their students.\u003c/p\u003e \u003cp\u003eFurthermore, preservice teachers agreed strongly that they have the needed subject matter expertise required in teaching at the secondary school level (\u003cem\u003eM\u003c/em\u003e = 3.49, \u003cem\u003eSD\u003c/em\u003e = .45). This may possibly mean that the teachers will always prepare before holding lesson on\u003c/p\u003e \u003cp\u003eany topic, they will provide adequate information to students on any topic that they teach, and also, they will demonstrate mastery on all topics that they teach their students. Likewise, the teachers know how to answer all questions raised by their students in class during lessons and also how to demonstrate mastery of subject matter when teaching.\u003c/p\u003e \u003cp\u003eIn relation to respondents’ views on personality, the results show that they agreed to the construct (\u003cem\u003eM\u003c/em\u003e = 3.31, \u003cem\u003eSD\u003c/em\u003e = .51). That is, preservice teachers perceived their characteristic way of thinking, feeling, and behaving professionally in positive terms. This shows that they are always ready to manifest charisma in their teaching and also ready to exhibit grace under pressure. In addition, the results mean that preservice teachers will show an outgoing personality among their students, they are ready to spend time reflecting on their job as teachers, and also their actions can be predicted.\u003c/p\u003e \u003cp\u003eOverall, the results that emerged from Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e show that preservice teachers perceived their teaching to be effective (\u003cem\u003eM\u003c/em\u003e = 3.47, \u003cem\u003eSD\u003c/em\u003e = .40). This means, preservice teachers view their ability to design and understand the needs of their students for quality instruction very high. The findings are consistent with that of Schreuder (2014), Wygal and Stout (2015), and Babajide et al. (2015). Schreuder found that many teachers are able to demonstrate effective teaching in their respective areas of specialities. However, according to Schreuder, this demonstration of effectiveness in teaching does not translate into students’ performance.\u003c/p\u003e \u003cp\u003eThe findings of the current study are in line with several previous findings. It is thus clear that effective teaching can be depicted in terms of the expertise concerning the subject matter and the general relatedness and behaviour of the teacher. Similarly, Wygal and Stout (2015) also posit that educators perceived their effectiveness in positive terms. Wygal and Stout further indicated that learning environment, student focus, preparation and organisation, importance of the practice environment, passion and commitment to teaching (as a profession), and the design of the course learning environment showed how effective a teacher is.\u003c/p\u003e \u003cp\u003eIn line with Wygal and Stout’s (2015) study, Babajide et al. (2015) also undertook to develop a model for evaluating teaching effectiveness using Nigeria as a basis for study. Babajide et al. indicated high level of effective teaching rating by respondents. Babajide et al. further averred that teaching efficiency should not only be looked at from a single point of ‘methods of teaching’ but instead from a broader perspective of qualities of competency of the teacher, teacher personal teaching style, general teaching methods and measure enhancing success in exam.\u003c/p\u003e \u003cp\u003eFurthermore, the findings that preservice teachers view their effectiveness positively corroborate with that of Hasan (2017) who also investigated preservice teachers’ perception about effective teaching using a total of 220 preservice teachers. The findings that emerged from Hasan’s (2017) study show that effective teaching dimensions such as pedagogical skills and subject matter expertise were rated in positive terms by respondents. However, in relation to classroom management, he found that the respondents viewed it negatively.\u003c/p\u003e \u003cp\u003eNonetheless, Egeberg et al. (2020) conducted a survey with 50 secondary school teachers to capture their views on their effective classroom management experiences. Follow up interviews with teachers identified by students as effective in their classroom\u003c/p\u003e \u003cp\u003emanagement provided consistent reports. The results show that the teachers were able to demonstrate meaningful level of effectiveness with regard to their classroom management. This means, in relation to classroom management, there is inconsistency between the findings of Hasan and Egeberg et al. (2017). However, the finding of Egeberg et al. is consistent with the current study.\u003c/p\u003e \u003cp\u003eIn addition, the findings that emerged from Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e is consistent with that of Sandholtz (2019) who looked at preservice teachers’ descriptions of effective and ineffective teaching experiences near the end of their preparation programme. Sandholtz found that the respondents viewed their effective teaching in positive terms. He supported the notion that preservice teachers, during their teaching practices, are able to demonstrate high level of effectiveness in order to obtain high score or grade than when they are in the service; particularly, in the area of personality, teaching-related behaviour and relational expertise.\u003c/p\u003e \u003cp\u003eIn examining the issue of preservice teacher preparation, Afalla and Fabelico (2020) also identified the impact of pedagogical competence on the teaching effectiveness of a State University’s preservice teachers in the Cagayan Valley Region, Philippines. They found that teachers on preservice practices regularly demonstrated a very high degree of pedagogical ability. That is, preservice teachers showed a high degree of competence in putting ideas into action, giving due consideration to the value of feedback in the teaching and learning processes. Additionally, attitudes of teachers were discovered as an important factor in the teaching process. In addition, preservice teachers showed a high degree of knowledge on the subject matter because it is an apparent requirement for any instructor.\u003c/p\u003e \u003cp\u003eEven though the finding that preservice teachers view their teaching effectiveness in positive terms is consistent with most studies, it however, contradicts that of Sheridan (2011) and Chaturvedi et al. (2021). Sheridan (2011) explored preservice teachers’ perceptions of effective secondary teacher qualities as they progress through their four- year undergraduate degree. He found that perceptions about effective teaching were not fixed because preservice teachers’ views on knowledge, pedagogy professional and interpersonal qualities differed in response to new learning or new priorities. Learning for the preservice teacher was developmental, moving from the focus on self to a deeper, more insightful ethical, professional view of themselves. In examining the effective teaching practices for success during COVID 19 pandemic, focusing on phygital learning, Chaturvedi et al. (2021) also found that most teachers are not able to demonstrate adequate teaching plan, strategies and effectiveness during their practices.\u003c/p\u003e \u003cp\u003eThe findings of the study pointed out that preservice teachers viewed themselves as effective in terms of the various dimensions of teacher effectiveness. Interestingly this finding is corroborated by previous studies by Schreuder (2014), Wygal and Stout (2015), and Babajide et al. (2015), Sandholtz (2019) and Egeberg et al. (2020) among others. Nonetheless several other researchers present contradictory findings. The lack of consistency in the findings could be associated with the difference in research settings and how the variable was measured. However, researchers agree that the effectiveness of preservice teachers is an important factor in enhancing better academic performance among students.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eResearch Question Two\u003c/strong\u003e \u003c/p\u003e\u003cp\u003eWhat is the level of preservice teachers’ personal values in teaching in Ghana?\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eThe research question aimed to examine the personal values of preservice teachers concerning teaching. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the outcomes.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e–Preservice Teachers’ Personal Values\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDimensions of Personal Values\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUniversalism\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.51\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.49\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSecurity\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.48\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStimulation\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.48\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.49\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConformity\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTradition\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.34\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAchievement\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.30\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.53\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBenevolence\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.29\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.52\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003epower/authority\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.23\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.55\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eself-direction\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.94\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.57\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHedonism\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.90\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.59\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMean of Means (Personal Values)\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.29\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.36\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"3\"\u003eSource: fieldwork (2024)\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eAs indicated in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the sub-scale of universalism demonstrated the highest mean score of 3.51 with a standard deviation of .49. A higher mean suggests strong agreement among most respondents regarding statements associated with universalism.\u003c/p\u003e \u003cp\u003eLikewise, respondents strongly perceived Security (M = 3.48, SD = .48) and Stimulation (M = 3.48, SD = .49) in positive terms. Again, according to Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, participants exhibited strong agreement with the Conformity (M = 3.47, SD = .48) and Tradition (M\u003c/p\u003e \u003cp\u003e= 3.34, SD = .48) sub-scales. Additionally, the findings revealed agreement with the achievement (M = 3.30, SD = .53) sub-scale. Concerning Benevolence (M = 3.29, SD =\u003c/p\u003e \u003cp\u003e.52), as demonstrated in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Moreover, respondents also agreed with the power (M\u003c/p\u003e \u003cp\u003e= 3.23, SD = .55), self-direction (M = 2.94, SD = .57), and Hedonism (M = 2.90, SD =\u003c/p\u003e \u003cp\u003e.59) sub-scales of teachers’ personal values. Overall, the results suggest that preservice teachers perceived their personal values positively (M = 3.29, SD = .36), particularly emphasizing values related to universalism, stimulation, security, conformity, and tradition.\u003c/p\u003e \u003cp\u003eThe general impression of the study is that the preservice teachers have personal values that help them to achieve better results in the classroom. Specifically, preservice teachers highly expressed universalism values in their teaching. This means that there is a strong agreement among preservice teachers regarding the importance of treating all students equally, fostering harmony irrespective of backgrounds, and promoting care for the school environment. This indicates that these teachers wholeheartedly believe that no matter the calibre of students we have in our various classrooms, they must be treated with dignity and harmony in order to have a friendly atmosphere for effective teaching and learning activities which will enable them to have success in their studies.\u003c/p\u003e \u003cp\u003eAgain, this is an indication to exhibit a strong willingness to listen to their students and strive for synchronization among them. This finding supports the study of Barni et al.\u003c/p\u003e \u003cp\u003e(2018, 2019) who found that teachers expressed self-transcendence value more. Universalism is an element of self-transcendence value. Again, this study in also in line an earlier study conducted by Sam et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) who also found that preservice teachers are mostly drawn to the teaching profession due to social utility values like universalism.\u003c/p\u003e \u003cp\u003eIt is also important to note that preservice teachers also expressed security values which indicates a keen interest in ensuring safety and stability within the school context, the results reveal that preservice teachers consistently avoid situations that may jeopardize their safety within school premises. It is also crucial for them to ensure the school environment remains secure, emphasizing the significance of having a stable school environment. Moreover, they prioritize an organized and clean school environment, valuing their health within the school setting. This finding supports the study of Barni et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that teachers expressed conservation values. Security value is an element of conservation value.\u003c/p\u003e \u003cp\u003eAgain, preservice teachers highly expressed stimulation values in their teaching. This implies that preservice teachers reflect a positive attitude towards embracing novelty and creating an engaging classroom atmosphere and have inclination towards exploring innovative approaches for the benefit of their students. They place importance on maintaining an engaging classroom atmosphere for their students and seek out new adventures in their teaching. This is in line with Barni et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that teachers expressed openness to change values. Stimulation value is an element of openness to change value. Specifically, it encompasses teachers' social status and prestige, control or dominance over their students and resources (social power, wealth, and authority).\u003c/p\u003e \u003cp\u003eAlso, preservice teachers did express low self-direction values in their teaching. Regarding self-direction, it reflects preservice teachers’ inclination to approach things in their unique way, valuing freedom in planning and choosing class activities and expressing curiosity and self-reliance within the school environment. Thus, becoming independent of thought and actions, choosing, creating and exploring teaching activities. This is also in line with Barni et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that teachers expressed self- direction values as can be seen in openness to change values. Also, in line with Sam et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) who also found that preservice teachers are mostly drawn to the teaching profession due to personal utility value like self-direction value which is the teachers’ responsibilities and active role in relation to their own classroom activities.\u003c/p\u003e \u003cp\u003eLastly, preservice teachers did express low hedonism values in their teaching. This implies that preservice teachers values is based on their emotions and experiences of teaching, not on the functionality or usefulness of the teaching. According to this value pleasure is the only intrinsic good and pain is the only intrinsic bad. This is also in line with Barni et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that teachers expressed openness to change values and hedonism is part of openness to change values being an acceptance of the need for change Willingness to support the change and positive affect or emotions towards either the change or the potential consequences of the change\u003c/p\u003e\n\u003ch3\u003eHypothesis\u003c/h3\u003e\n\u003cp\u003eThere is no statistically significant relationship between preservice teachers’ personal values and their teaching effectiveness in the teaching profession. The rationale for the\u003c/p\u003e \u003cp\u003ehypothesis was to assess the relationship between preservice teachers’ personal values and their effectiveness in the teaching. As indicated earlier, multiple items were used to collect data on the independent and dependent variables. Pearson product moment correlation was used to analyse for the relation between the variables. The Pearson product moment correlation results of the variables were presented. The results are presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003cdiv class=\"gridtable\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003e– Relationships between Preservice teachers’ Personal Values and their Teaching Effectiveness\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003c/colgroup\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeachers’ Effectiveness\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.39\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.63\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.62\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.65\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeachers’ Personal Values\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.29\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.36\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.62\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.69\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.65\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003eSource: Sam (2021) **p \u0026lt; .01 (N = 374)\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003eAs contained in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, preservice teachers’ effectiveness in the teaching is positively and significantly related to their personal values (r = .62, p \u0026lt; .01). All the relationships can be described as strong. On the bases of these findings, the research rejects the null hypothesis since the evidence suggest that there is a strong and positive statistically significant relationship between preservice teachers’ personal values and their teaching effectiveness.\u003c/p\u003e \u003cp\u003eThis shows that the higher the broad desirable goals that stimulate teachers’ actions and serve as guiding principles in their teaching, the higher their ability to design and understand the needs of their students for quality instruction. The finding that preservice teachers’ personal values have positive and strong relationship with their teaching effectiveness is consistent with the findings of Anitha and Krishnaveni (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) which confirmed the existing argument that there is a positive relationship between teachers’ personal values and their effectiveness. Their study indicates that teachers with strong personal values are able to demonstrate high level of quality teaching in the classroom.\u003c/p\u003e "},{"header":"Conclusions and Recommendations","content":"\u003col\u003e\n \u003cli\u003eSince the study found that preservice teachers possess the characteristics of an effective teacher. They demonstrated teacher related behaviour, relational expertise and subject matter expertise. With the aim of determining the characteristics of preservice teachers that help them to teach effectively, literature has suggested that expertise in the area of specialisation and good teacher relationship are key characteristics of an effective teacher. This study revealed that preservice teachers possess appropriate teacher-related characteristics for effective teaching. Thus, regarding the characteristics for effective teaching, it is therefore concluded that preservice teachers perceive themselves to possess high expertise in the subject area and the teacher-related behaviour with which preservice teachers relate with their students serve as the hallmark of effective teachers. These characteristics show whether a teacher is effective or not. Since the study found that subject matter expertise and relatedness behaviours among teachers are key characteristics of effective teaching, it is recommended that management of the universities, through the various academic departments, constantly review their academic programmes to meet the current demands of the teaching industry. Also, the universities should constantly organise workshops for teaching staff to regularly update their knowledge, skills and competencies in their respective pedagogical content knowledge areas. In order for the preservice teachers to become globally competitive, management of the universities can also organise and arrange for exchange programmes that focus on comparative education in the area of pedagogical content development and exploration to help broaden their pedagogical scope in the \u0026lsquo;noble\u0026rsquo; profession.\u003c/li\u003e\n \u003cli\u003eAgain, the study examined the personal values of preservice teachers for teaching, which according to several previous studies include: universalism, security and stimulation. The findings of the study also showed that key personal values among preservice teachers included universalism, stimulation, security and confirmatory values. Gathering from this, it is concluded that preservice teachers perceive their personal value in positive terms, with specific values related to universalism, security and stimulation. This implies that preservice teachers have personal values related to seeking welfare and well-being of their students and their schools. Based on the findings concerning the personal values of preservice teachers, it is suggested that university management take steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs. This could involve organizing biannual seminars or workshops for trainee-teachers, focusing on instilling the approved and preferred value systems within the teaching domain and fostering self-development within the cultural framework of Ghana. Additionally, the university management could launch a student- teacher mentorship initiative aimed at guiding trainees to adopt the recommended values inherent in the teaching profession, either consciously or subconsciously, by observing and learning from their mentors. Furthermore, both university management and the proposed mentors of these trainee-teachers should encourage them to uphold their personal values as they transition into the teaching field. This guidance is crucial, as teachers\u0026apos; personal values can forecast their effectiveness in the profession.\u003c/li\u003e\n \u003cli\u003eFinally, the study found that preservice teachers\u0026rsquo; effectiveness in the teaching significantly relates to their personal values. Based on this, it is recommended that the universities organize continuous capacity-building programs for preservice teachers by the help of Ghana Education Service; to improve their level of personal values. This would go a long way to enhance preservice teachers\u0026apos; effectiveness in their profession.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval and consent to participate. All materials were used and methods carried out in accordance with relevant guidelines and regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatements on Open Data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data supporting the findings in this study were obtained from a group of preservice teachers at the University of Cape Coast and University of Education, Winneba. The study was approved by an Institutional Review Board (IRB-UCC) from the University of Cape Coast\u0026nbsp;with\u0026nbsp;the\u0026nbsp;ethical clearance\u0026nbsp;\u0026ndash; ID (UCCIRB/CES/2021/11).\u0026nbsp;Hence, informed\u0026nbsp;consent was obtained from all respondents before data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support this research are survey data, which are under the ethical custody of the researchers. However, the data are available from the corresponding author upon reasonable request.\u0026nbsp;\u003c/p\u003e\n\u003ch1\u003eAuthorship\u0026nbsp;Contribution\u0026nbsp;Statement\u003c/h1\u003e\n\u003cp\u003e\u003cstrong\u003eLS:\u0026nbsp;\u003c/strong\u003eWriting \u0026ndash; review \u0026amp; editing, Writing \u0026ndash; original draft, Visualization, Validation, Project administration, Methodology, Investigation, Data curation, Conceptualization. \u003cstrong\u003eED:\u0026nbsp;\u003c/strong\u003eWriting \u0026ndash; review \u0026amp; editing, Writing \u0026ndash; original draft, Visualization, Validation, Software, Project administration, Methodology, Investigation, Formal analysis, Data curation, Conceptualization. \u003cstrong\u003eSYA:\u0026nbsp;\u003c/strong\u003eWriting \u0026ndash; review \u0026amp; editing, Writing \u0026ndash; original draft, Validation, Supervision, Project administration, Conceptualization. \u003cstrong\u003eRA:\u0026nbsp;\u003c/strong\u003eWriting\u0026nbsp;\u0026ndash;\u0026nbsp;review\u0026nbsp;\u0026amp;\u0026nbsp;editing,\u0026nbsp;Writing\u0026nbsp;\u0026ndash;\u0026nbsp;original\u0026nbsp;draft,\u0026nbsp;Visualization,\u0026nbsp;Validation,\u0026nbsp;Software,\u0026nbsp;Formal\u0026nbsp;analysis, Data curation, Conceptualization.\u003c/p\u003e\n\u003ch1\u003eFunding\u003c/h1\u003e\n\u003cp\u003eThis\u0026nbsp;research\u0026nbsp;did\u0026nbsp;not\u0026nbsp;receive\u0026nbsp;any\u0026nbsp;funding.\u003c/p\u003e\n\u003ch1\u003eDeclaration\u0026nbsp;of\u0026nbsp;competing\u0026nbsp;interest\u003c/h1\u003e\n\u003cp\u003eThe authors declare that they have no known competing financial interests or personal\u0026nbsp;relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003ch1\u003eAcknowledgement\u003c/h1\u003e\n\u003cp\u003eWe\u0026nbsp;express\u0026nbsp;our gratitude\u0026nbsp;to\u0026nbsp;all students\u0026nbsp;who served\u0026nbsp;as\u0026nbsp;respondents to\u0026nbsp;the survey.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAlhassan, Z. 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Doi: 10.3389/Fpsyg. 2017.01264\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Effectiveness, Effective teaching, Preservice teachers, Personal values","lastPublishedDoi":"10.21203/rs.3.rs-6244689/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6244689/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe study examines the relationship between preservice teachers\u0026rsquo; personal values and their teaching effectiveness in Ghanaian Universities. The study employed the descriptive cross-sectional survey design, with a quantitative approach to involve 387 final-year preservice teachers in the study. The study used the questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers have universalism, security, stimulation and confirmatory values and these values help them to achieve better results in the classroom. Finally, it was revealed that preservice teachers\u0026rsquo; personal values have positive and significant relationship with their teaching effectiveness (r\u0026thinsp;=\u0026thinsp;.62, p\u0026thinsp;\u0026lt;\u0026thinsp;.01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom.\u003c/p\u003e","manuscriptTitle":"Preservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-24 12:56:48","doi":"10.21203/rs.3.rs-6244689/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2d243809-1947-4b6e-8158-0e529b40d0d2","owner":[],"postedDate":"April 24th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-06-05T07:24:13+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-24 12:56:48","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6244689","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6244689","identity":"rs-6244689","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}