RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana
Charles Kofi Twene 
& George Anderson Jnr.
Issue: Vol.6 No.8 Article 5 pp. 1349 – 1357
DOI: https://doi.org/10.38159/ehass.2025685 | Published online 11th July, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Many perceive Religious and Moral Education (RME) as an accessible subject for educators, often deemed manageable without specialisation. This misconception has led to numerous educators entering the profession with limited experience and insufficient qualifications. Consequently, the teachers predominantly focus on Christianity, while many topics in Islam and African traditional religions are often neglected. This imbalance adversely affects students’ understanding of the curriculum’s aims. This paper adopts a quantitative approach to investigate the subject-matter knowledge of RME educators in Colleges of Education within the Bono Region of Ghana, evaluating their qualifications and pedagogical skills. The paper revealed that RME teachers in the Colleges of Education within the Bono Region exhibit a commendable level of knowledge and capability concerning the RME curriculum. Their understanding of critical elements related to subject-matter knowledge qualifies them as competent educators in this field. This paper is significant because its findings offer critical insights for the Ghana Education Service and policymakers, highlighting the urgent need to improve quality and qualifications among RME educators to improve educational standards in Ghana.
Keywords: Ghana, Colleges of Education, RME, Subject-matter Knowledge, Effective Delivery.
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Charles Kofi Twene is a Lecturer at the Department of Social Science, St. Ambrose College of Education, Dormaa Akwamu, Ghana. He has a Bachelor of Arts (B.A) Degree in Study of Religions and Philosophy from the University of Ghana, Legon; Post Graduate Diploma in Education (PGDE) from the Catholic University of Ghana; Master of Philosophy in Curriculum Studies (With specialization in Religious and Moral Education) from the University of Cape Coast and currently a Ph.D. Candidate of Curriculum and Teaching (With specialization in Religious and Moral Education) at the University of Cape Coast. His area of specialization lies in Curriculum issues in Religious and Moral Education, Teacher Education and Foundations of Education in general. He has publications in some reputable journals and he is currently working on Contributions of Tutors’ Demographic Characteristics in Enhancing Their Teaching Quality in Colleges of Education in Ghana.
Dr. George Anderson Jnr. is a Lecturer at the Department of Religion and Human Values, University of Cape Coast, Ghana. He obtained his Bachelor of Education (Arts) and a Master of Philosophy in Religion and Human Values from the University of Cape Coast, and a Ph.D. from the Kwame Nkrumah University of Science and Technology. His area of specialisation lies in the intersection between religion, Christian Ethics, the Commercialisation of religion, and Neo-Prophetic Christianity. He has published widely in reputable journals and is currently researching on Religion, Ethics, Law and Commercialisation of religion in African Pentecostal Christianity.
Twene, Charles Kofi , and George Anderson Jnr. “RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana ,” E-Journal of Humanities, Arts and Social Sciences 6, no.8 (2025): 1349 – 1357. https://doi.org/10.38159/ehass.2025685
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
