[01] Francis Nyantakyi, Department of Social Sciences, St. Joseph’s College of Education, Bechem, Ghana. [02] Anthony Bordoh, Department of Social Studies Education, University of Education, Winneba, Ghana. [03] Cynthia Anim, Department of Social Sciences, Presbyterian Women’s College of Education, Aburi, Ghana. [04] Emmanuel Brew, Department of Social Sciences, Enchi College of Education, Enchi, Ghana.

Social Studies Teachers’ Conception and efficacy beliefs can never be underestimated in the evaluation of Junior High Schools curriculum in Ghana. The study focused on how teachers’ conception of Social Studies affect their efficacy beliefs in teaching. The study adopted the descriptive survey design using quantitative approach. The population for the study comprised of all the 50 teachers teaching Social Studies in the Tano South District. Purposive and convenient sampling techniques were used to select the respondents for the study. The data for the study was collected using questionnaire and teacher sense of efficacy scale adapted from [1]. Frequency tables and percentages were used to analyse the data using SPSS. The study revealed that, a significant number of Social Studies teachers had no conception about what Social Studies is or ought to be. This position made teachers to find themselves in varied conceptions and definitions attributed to the subject. The study also concluded that, most of the Social Studies teachers involved in the study rated their level of efficacy very high in terms of classroom management, instructional strategy and student engagement. The study recommended that, Social studies teachers should dedicate enough time for preparation of lesson plans, teaching learning materials and other related activities that will make the teaching of the subject effective and also impact on the attitude of learners positively.

Conception, Efficacy Beliefs, Social Studies, Junior High Schools, Ghana

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