RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana

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.