Preservice Teachers’ Personal Values and Their Teaching Effectiveness in Teaching in Ghana

The study examines the relationship between preservice teachers’ personal values and their teaching effectiveness in Ghanaian Universities. The study employed the descriptive cross-sectional survey design, with a quantitative approach to involve 387 final-year preservice teachers in the study. The study used the questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers have universalism, security, stimulation and confirmatory values and these values help them to achieve better results in the classroom. Finally, it was revealed that preservice teachers’ personal values have positive and significant relationship with their teaching effectiveness (r = .62, p < .01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom.