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How Much Do I Matter? Examining The Perception of Mattering and Marginality of Teacher Trainees in Volti Zone Colleges of Education, Ghana

Author

Listed:
  • Clement Kantam Kolamong

    (St. Francis College of Education, Hohoe, Ghana)

  • Patrick Eshun

    (St. Francis College of Education, Hohoe, Ghana)

  • Seth Asare

    (St. Francis College of Education, Hohoe, Ghana)

  • Fred Edinam Degboe

    (St. Francis College of Education, Hohoe, Ghana)

Abstract

The study of mattering and marginality has received traction in recent years due to its impacts on students’ educational attainments. Yet, the majority of these studies have been conducted on K-12 and university students, in advanced countries. Sparse literature exists on teacher trainees in Ghana. Using a case study from teacher training colleges in Volti Zone (Volta and Oti Region) of Ghana, and a quantitative approach, this study delves into the nuanced realm of teacher trainees’ perceptions of mattering and marginality within the educational landscape. Focused on understanding the subjective experiences of individuals undergoing teacher training, the research investigates the areas of the college environments to which these aspiring educators perceive their significance in the educational system. The results revealed that generally, teacher trainees perceived high mattering to the six subscales of the college environment except for mattering versus marginality and mattering to tutors, where the students reported high degree of marginalization. By shedding light on these dynamics, the study not only contributes to our understanding of the emotional well-being of teacher trainees but also holds implications for the broader discourse on teacher education, informing strategies to enhance the support structures and sense of belonging for those aspiring to shape the future of education.

Suggested Citation

  • Clement Kantam Kolamong & Patrick Eshun & Seth Asare & Fred Edinam Degboe, 2024. "How Much Do I Matter? Examining The Perception of Mattering and Marginality of Teacher Trainees in Volti Zone Colleges of Education, Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(2), pages 1341-1356, February.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:2:p:1341-1356
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    References listed on IDEAS

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    1. Dawn Lyken-Segosebe & Mbiganyi Moremi & Mbizo Mafuraga & Benjamin Mogotsi, 2019. "The Role of the Campus Environment in Fostering a Sense of Mattering among Postgraduate Commuter Students in Botswana," International Journal of Higher Education, Sciedu Press, vol. 8(6), pages 1-1, December.
    2. Mohajan, Haradhan, 2020. "Quantitative Research: A Successful Investigation in Natural and Social Sciences," MPRA Paper 105149, University Library of Munich, Germany, revised 15 Nov 2020.
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