In-service elementary school science teachers’ self-reported pedagogical content knowledge in Ghana

Pedagogical content knowledge (PCK) is important for teachers’ instructional effectiveness. This study investigated the self-reported level of PCK among in-service elementary school science teachers in a municipality in Ghana, examining the overall level of PCK. An In-Service Elementary Science Teachers Self-Reported PCK (IEST-SR-PCK) scale was developed and validated to capture teachers’ self-reported PCK. In this quantitative descriptive survey, 225 randomly sampled teachers responded and returned questionnaire items. Through exploratory factor analysis, five self-reported PCK dimensions were identified: orientations toward science teaching, knowledge of instructional strategies for teaching science, awareness of assessment methods in science, knowledge of the science curriculum, and knowledge about student understanding of science. Confirmatory factor analysis confirmed these factors. Descriptive statistics was used to summarize the self-reported PCK scores. The findings revealed that 78.25% of teachers self-reported as having high levels of PCK in three dimensions, with variations and slightly lower scores in knowledge about student understanding of science. Also, 85.3% of teachers self-reported within the basic, proficient, and exemplary levels of PCK, while 14.7% reported limited PCK, indicating the need for differentiated support and ongoing professional development. Finally, the findings showed that gender did not significantly influence the self-reported level of PCK among in-service elementary science teachers. It is recommended that, based on this snapshot, regular in-service training courses be organized for elementary school science teachers to enhance their PCK and align their teaching with current educational concepts. The implications for policy and practice discussed areas of strength and those requiring further support to enhance teaching effectiveness and learning outcomes.