[01] Juliana Dontoh, Department of Education, Accra College of Education, Accra, Ghana. [02] Anthony Bordoh, Department of Arts and Social Science, Enchi College of Education, Enchi, Ghana. [03] Sylvanus Kofie, Department of Arts and Social Science, Fosu College of Education, Assin Fosu, Ghana. [04] Samuel Douglas Quansah, Department of Arts and Social Science, Accra College of Education, Accra, Ghana.

Social self-concept on the academic performance of teacher-trainees should be given a major priority in teacher education in Ghana. The descriptive survey design that adopted the quantitative paradigm was used for the study. Purposive sampling technique was used to select the two colleges of education and the lottery method of simple random sampling technique was used to select 265 level 200 teacher trainees as respondents for the study. Questionnaire, teacher trainees’ end-of-second semester examination scores (extant data extracted from results files for the colleges) and the social self-concept scale were main instruments for data collection. Data for the study were analysed using both descriptive and inferential statistics. The findings indicate that academic and social self-concepts of teacher trainees are related to their academic performance positively. Gender, as a variable, has no effect on teacher trainees’ social and academic self-concepts. However, social and academic self-concepts are able to influence teacher trainees’ academic performance significantly. This study is recommended that, academic counsellors of the college organise guidance programmes such as workshops, symposia, and public lectures periodically for trainees to equip them with the needed skills to enhance their social and academic self-concepts.

Social, Self-Concept, Academic Performance, Teacher-Trainees, Accra College of Education, Ada College of Education, Ghana

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