Int. J. Educ. Stud. 02 (01) 2015. 25-36 25 Available Online at ESci Journals International Journal of Educational Studies ISSN: 2305-106X (Online), 2306-1650 (Print) http://www.escijournals.net/IJES THE DEVELOPMENT OF A CAPACITY-ANALYSIS PARADIGM FOR THE SENIOR HIGH SCHOOL ECONOMICS TEACHER’S PROFESSIONAL IDENTITY IN GHANA Mumuni B. Yidana, Raheem A. Lawal Department of Arts and Social Sciences Education, University of Cape Coast, Ghana. Department of Arts and Social Sciences Education, University of Ilorin, Nigeria. A B S T R A C T This study developed a set of core professional identity indicators to which professional Economics teachers and Economics teacher educators in Ghana responded in order to determine their validity as components of the Economics teachers’ professional identity in relation to their ideal professional capacity. In specific terms, the study investigated opinions of respondents on the importance attached to the rubrics of teacher s’ professional capacity as well as differences in opinion on the importance placed on indicators of teachers’ professional knowledge, values, skills and reflective practice. The study was a descriptive type which employed the survey method. The study sample comprised 751 professional Economics teachers and 125 Economics teacher educators who were selected through the simple random sampling technique. One self- developed instrument, Questionnaire on Senior High School Economics Teachers’ Identity (QSHSETI) was used and a reliability index of 0.96 was obtained. The data were analyzed using mean and the independent sample t- test. There are three paradigmatic levels for considering teachers’ identity. They are the ideal paradigm as shown in Figure 1, the implementable paradigm as obtained by the researcher-developed instrument, and finally the perceived or realistic paradigm based on the consensus of Economics teacher educators and Economics teachers. The findings of this study revealed discrepancies in opinion between the perceived competency and ideal targets of Economics teacher educators and that of Economics teachers. Curriculum development in Economics teacher education should therefore aim at bridging the gap between the ideal competency targets and the perceived or core competency targets. The study concluded that, teacher education policy makers should support continuous capacity-building programs among Economics teachers and Economics teacher educators. Keywords: Economics teacher, economics teacher educator, professional capacity, curriculum development. INTRODUCTION There are competing perspectives on what constitutes an ideal teacher. Lawal (2006) identifies four broad attributes of an effective English teacher as; professional knowledge, values, skills and reflective practice. To him, these attributes are characteristics of an ideal English teacher. A widely accepted claim in the science and mathematics community is the constructivist idea of discovery learning as opposed to direct instruction, which is the best way to get deep and lasting understanding of scientific phenomena and procedures (Klahr and Nigam, 2004). Consequently, Staver (2007) proposes the following instructional practices as identity indicators of effective science teachers: Demonstrating mastery of subject matter, respecting and accepting the unique perceptions of individual learners, reflecting on, and considering learners’ prior knowledge when selecting teaching strategies and techniques. Other instructional practices and attributes are; committed to the teaching of the subject, a belief in one’s ability to influence students’ learning outcomes and creating a non-threatening, learning environment. These are Staver’s perspectives of an ideal science teacher. Latterell (2010) reports that a good mathematics teacher has knowledge in the subject matter, is able to engage and motivate students, has effective management skills and emphasizes understanding over rote procedures. Available Online at ESci Journals International Journal of Educational Studies ISSN: 2312-458X (Online), 2312-4598 (Print) http://www.escijournals.net/IJES * Corresponding Author: Email: mbyidana@yahoo.com © 2015 ESci Journals Publishing. All rights reserved.