TEACHING STYLES AND EMOTIONS SKILLS OF GHANAIAN PROSPECTIVE TEACHERS

Abstract

The aim of this study is to establish the relationship between the dependent variables of gender, age, and departments of prospective teachers and teacher emotional skills and teaching styles. The study was conducted with 264 prospective teachers from Ghana. The essence of this study was to investigate teacher emotion skills and teaching styles of prospective teachers in Ghana on certain variables including but not limited to their gender, ages, and departments. The correlation between teacher emotion and teaching styles was concluded that teacher emotion skills scales however showed a significantly negative relationship with the scales of teaching styles. In the case of gender on teacher emotion skills scales and teaching styles, scales were not statistically significant between males and females. The independent variable of age showed that the younger teacher exhibited little emotional skills during teaching than their elderly compatriots. Departments of prospective teachers do not have any effect on the teacher's emotional skills and teaching styles exhibited by these teachers. This work will serve as a Launchpad for further studies in the field to further understand the teacher emotion skills and teaching styles assessment of prospective teachers and all teachers in the service