[01] Emilyn Ofosu-Amaah, Department of Education, Komenda College of Education, Komenda, Ghana. [02] Atta Kwenin, Department of Arts and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana. [03] Solomon Appiah, Department of Art and Social Sciences, Enchi College of Education, Enchi, Ghana. [04] Juliana Dontoh, Department of Education, Accra College of Education, Accra, Ghana. [05] Patrick Kwarteng, Department of Arts and Social Sciences, Wiawso College of Education, Sefwi Wiawso, Ghana.

The purpose of the study was to investigate the teaching styles and motivational strategies of public primary school teachers in the Cape Coast Metropolis. The design for this study was descriptive. The population for this study included all public primary school trained teachers and pupils in the Central Region of Ghana. Two hundred and fifty-five teachers and eighty-seven pupils were sampled from basic schools in Cape Coast in the central region of Ghana. Purposive and stratified random sampling techniques were used to select the district and respondents for the study. Data collection was facilitated through the administration of questionnaire. Both teachers and pupils were made to respond twenty-seven (27) close-ended and four open-ended questionnaire items for this study. The data was edited, coded and analysed into percentages with interpretations. The data collected was first grouped and coded using numerical values (coded manual) of the Test Analytics for Surveys (TAfS), a tool of Predictive Analytic Software (PASW) Version 18.0. Both descriptive and inferential statistics were used for the data analysis. The study revealed that the various teaching styles and motivational strategies used by trained teachers helped boost pupils’ academic performance in the various public schools. It was recommended that teachers use caring voice when teaching in order to make learning interesting for pupils. It was also recommended that trained teachers ensure they engage pupils more during the teaching process (learner-centred).

Public, Basic, School, Teachers, Teaching Styles, Motivation, Strategies, Ghana

[01] National Teaching Council (NTC). (2018). National Teacher Educational Curriculum Framework: Guideline. Accra: National Teaching Council. [02] Lowman J. (1994). Mastering the techniques of teaching. San Francisco: Jossey Bass. [03] Ainlei, P. (2008). Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology, 85 (3), 395-405. [04] Ofoegbu, F. I. (2008). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. Retrieved August 15, 2005, from http://www.findArticles.com. [05] Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24 (3), 243-262. [06] Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74 (7), 262-273. [07] Berry, D., & O. Connor, E. (2009). Behavioural risk, teacher-child relationships, and social skill development across middle childhood: A child – by environment analysis of change. Journal of Applied Developmental Psychology, 31 (1), 1-14. [08] Birch, S. H., & Ladd, G. W. (2009). The teacher-child relationship and early school adjustment. Journal of School Psychology, 55 (3), 61-79. [09] Daniels, D. H., & Perry, K. E. (2009). Learner-centred according to children. Theory into Practice, 42 (2), 102-108. [10] Sharra, S. (2010). Towards highly qualified primary school teachers: The case in Malawi. Retrieved January 31, 2012, from http://zeleza.com/blogging/africanaffairs/towards-highlyqualified-primaryschoolteachers casemalawi. [11] Sulaiman, T. (2011). An analysis of teaching styles in primary and secondary school teachers based on the theory of multiple intelligences. Journal of Social Sciences, 7 (3), 428-435. [12] Elsevier, A. R. (2012). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Retrieved August 28, 2012, from http://lcell.bnu. edu. cn/cankaowenxian /foreign/ Effect_of teaching_and learning_styles_on_students_reflection_levels_for_ubiquitous_learning. [13] Saani, A.-J. (2012). Influence of school organisational culture on teachers’ commitment to the teaching profession in general. Published master’s thesis, University of Cape Coast, Cape Coast. [14] National Teaching Council (NTC) (2016). National teachers’ standards for Ghana: guidelines. Accra: National Teaching Council. [15] UNICEF (2000). Defining quality in education. Working Paper Series, Education Section and Programme Division. Retrieved January 28, 2012, from http://www.unicef.org/dprk/qpe.pdf. [16] Bennett, C. (1995). Comprehensive multicultural education: Theory and practice (3^rd ed.). Needham Heights, MA: Allyn and Bacon. [17] Kaplan, E. J., & Kies, D. A. (1995). Teaching and learning styles: Which came first? Journal of Instructional Psychology, 22 (1), 29-33. [18] Heimlich, J. E. (2005). Measuring teaching style: A correlational study between the VanTilburg/Heimlich sensitivity measure and the Myers-Briggs Personality Indicator on adult educators in central Ohio. Unpublished doctoral dissertation, Ohio State University, Columbus. [19] Evans, C. (2004). Exploring the relationship between cognitive style and teaching style. Educational Psychology, 24 (4), 509-530. [20] Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press. [21] Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (Revised ed.). New York: State University of New York Press. [22] Opdenakker, M. C., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22 (1), 1-21. [23] Villegas, A. M., & Lucas, T. (2002). Education culturally responsive teachers: A coherent approach. Albany, NY: State University of New York Press. [24] Adey, P., Fairbrother, R., Wiliam, D., Johnson, B., & Jones, C. (1999). Learning styles and strategies: A review of research. London: King’s College London. [25] Zinn, L. M. (2004). Exploring your philosophical orientation. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (pp. 39-74). Florida: Krieger Publishing Company. [26] Zhang, L., & Sternberg, R. J. (2004). Thinking styles and teachers’ characteristics. International Journal of Psychology, 37 (1), 3-12. [27] Cothran, D. J., Kulinna, P. H., Banville, D., Choi, E., Amade-Escot, C., MacPhail, A., Macdonald, D., Richard, J., Sarmento, P., & Kirk, D. (2005). A cross-cultural investigation of the use of teaching styles. Research Quarterly for Exercise and Sport, 76 (2), 193-201. [28] Grasha, A. F. (2003). The dynamics of one-on-one teaching. Social Studies, 94 (4), 179-187. [29] Lenz, E. (1982). The art of teaching adults. New York: Holt, Rinehart and Winston. [30] Robinson, R. D. (1979). Helping adults learn and change. Milwaukee, Wis.: Omnibook Company. [31] May Oi, E. W., & Stimpson, P. (1994). Teaching styles of Hong Kong’s environmental educators in secondary schools. Research in Education, 52 (1), 1-12. [32] Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice. London, United Kingdom: Routledge Falmer. [33] Rosenfeld, M., & Rosenfeld, S. (2007, November). Developing effective teacher beliefs about learners: The role of sensitising teachers to individual learning differences (ILDs). Proceedings of the 12^th Annual Conference of the European Learning Styles Information Network (pp. 268-292). Trinity College, Dublin, Ireland. [34] Barnes, R., & Aguerrebere, J. (2006). Sidetracking the debate on teacher quality. Education Week, 26 (12), 34-44. [35] Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2009). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press, Mathematics Learning Study Committee, Center for Education. [36] Ginsburg, A., Leinwand, S., & Decker, K. (2009). Informing Grades 1–6 standards development: What can be learned from high-performing Hong Kong, Korea, and Singapore? Washington DC: American Institutes for Research. [37] Beyond Crossroads. (2006). Effective mathematics instruction. New York, NY: Sage. [38] Davis-Langston, C. (2012). Exploring relationships among teaching styles, teachers’ perceptions of their self-efficacy and students’ mathematics achievement. Unpublished doctoral dissertation, Liberty University, Lynchburg, VA. [39] Norzila, A. R., Fauziah, A., & Parilah, M. S. (2007). Perceived and preferred teaching styles (methods) of English for specific purposes (ESP) students. Jurnal e-Bangi, 2 (2), 1-20. [40] Grasha, A. F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers. [41] Hughes, G. B. (2009). Students' perceptions of teaching styles in mathematics learning Environments. Mathematics Teaching-Research Journal Online, 3 (2), 1-12. [42] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. [43] Hanafin, M. (2005). Guidelines for probationary teachers in primary schools. Retrieved August 26, 2012, from http://www.ijhssnet.com/journals/Vol_ 1_No 21_Special_Issue_December_2011/24.pdf. [44] Vibe Ghana (2012). Pupils share classrooms with goats and fowls. Retrieved August 28, 2012, from http://vibeghana.com/2012/06/28/pupils-share-classrooms-with-goats-and-fowls-atabutia-teti/. [45] Awuni, A. (2012). Dutch volunteers donate furniture to Kobilmagu School. The Finder, 2 (23), 10-19. [46] Gadagbui, G. Y. (2012). Inclusive education project, University of Education, Winneba. Retrieved August 28, 2012, from http://www.natcomreport. com/ghana/livre/inclusive-education.pdf [47] Slavin, R. (1990). Research on cooperative learning: consensus and controversy. Educational Leadership, 47 (4), 52-54. [48] Chen, Y. C. (2008). An investigation of the relationships between teaching style and studies achievement in Miaoli Jianguo Junior High School. Published master's thesis, Hsuan Chuang University, Miaoli, Taiwan. [49] Alhussain, A. M. (2012). Identifying teaching style: The case of Saudi college English language and literature teachers (Electronic version). English Language Teaching, 5 (8), 122-129. [50] Guthrie, J. M. (2009). The effect of the use of Christian-published science textbooks on the ACT science reasoning subtest scores of Midwest christian high schools. Published doctoral dissertation, Liberty University, Lynchburg, VA. [51] Farkas, R. D. (2003). Effects of traditional versus learning-styles instructional methods on middle school students. The Journal of Educational Research, 97 (1), 42-51. [52] Mantei, J., & Kervin, L. (2012). Looking for clarity amongst the challenges faced by teachers as they consider the role of ICT in classroom literacy learning experiences. Retrieved March 22, 2012, from http://ses.library.usyd.edu. au/bitstream/2123/2335/1/Future Directions_Ch10.pdf. [53] Anstey, M., & Bull, G. (2012). Teaching and learning multiliteracies: Changing times, changing literacies. Kensington Gardens: International Reading Association and Australian Literacy Educators’ Association. [54] Zeeb, M. S. (2004). Improving student success through matching learning and teaching styles. Retrieved May 24, 2010, from http://www.Creative learningcentre.com/downloads/lsia/Zeeb%20LSA%20research%20pilot%20edited%20US.pdf.