%0 Journal Article %1 quansah2023moderating %A Quansah, G. %A Oppong, S. %A Agormedah, E.K. %D 2023 %J International Journal of Recent Innovations in Academic Research %K Accounting characteristics teacher %N 10 %P 18-26 %R https://doi.org/10.5281/zenodo.10023011 %T Moderating Role of Teacher Characteristics in the Relationship between Accounting Teachers’ Pedagogical Content Knowledge and Lesson Delivery %U https://www.ijriar.com/docs/2023/2023-oct/IJRIAR-03.pdf %V 7 %X The purpose of the study was to examine the moderating role of teacher characteristics in the relationship between accounting teachers’ pedagogical content knowledge and lesson delivery. With the use of descriptive research design, the researchers tested three research hypotheses that were formulated from the problem statement. The population of the study consisted of 53 accounting teachers teaching at 11 SHS in the Cape Coast Metropolis. Census approach was used to select all the 53 teachers from the 11 SHS. A questionnaire was adapted from Bosu (2010); Aksu et al., (2014) and were modified to suit the study. Findings of the study indicated that teacher characteristics (gender, age and teacher experience) did not significantly moderate the relationship between teachers’ pedagogical content knowledge and lesson delivery. It was therefore recommended that equal opportunity be given to all teachers irrespective of their gender, age or experience in terms of workshops, in-service training or any other teacher developmental programs.

@article{quansah2023moderating, abstract = {The purpose of the study was to examine the moderating role of teacher characteristics in the relationship between accounting teachers’ pedagogical content knowledge and lesson delivery. With the use of descriptive research design, the researchers tested three research hypotheses that were formulated from the problem statement. The population of the study consisted of 53 accounting teachers teaching at 11 SHS in the Cape Coast Metropolis. Census approach was used to select all the 53 teachers from the 11 SHS. A questionnaire was adapted from Bosu (2010); Aksu et al., (2014) and were modified to suit the study. Findings of the study indicated that teacher characteristics (gender, age and teacher experience) did not significantly moderate the relationship between teachers’ pedagogical content knowledge and lesson delivery. It was therefore recommended that equal opportunity be given to all teachers irrespective of their gender, age or experience in terms of workshops, in-service training or any other teacher developmental programs.}, added-at = {2023-10-26T07:13:36.000+0200}, author = {Quansah, G. and Oppong, S. and Agormedah, E.K.}, biburl = {https://www.bibsonomy.org/bibtex/29d664bb9af830f03d3d162a458899147/ijriar_journal}, doi = {https://doi.org/10.5281/zenodo.10023011}, interhash = {4c83f21110b204568c5e0c9fabaa27ce}, intrahash = {9d664bb9af830f03d3d162a458899147}, issn = {E-ISSN: 2635-3040 & P-ISSN: 2659-1561}, journal = {International Journal of Recent Innovations in Academic Research }, keywords = {Accounting characteristics teacher}, language = {English}, month = {October}, number = 10, pages = {18-26}, timestamp = {2024-02-06T09:34:48.000+0100}, title = {Moderating Role of Teacher Characteristics in the Relationship between Accounting Teachers’ Pedagogical Content Knowledge and Lesson Delivery}, url = {https://www.ijriar.com/docs/2023/2023-oct/IJRIAR-03.pdf}, volume = 7, year = 2023 }