ghanaopendata/ghanaian-research-english huggingface dataset:
The influence of female head teachers’ leadership behaviour on teacher efficacy in selected public basic schools in Amansie West District

The purpose of this study was to investigate the influence of female head teachers’ leadership behaviour on teacher efficacy in selected public basic schools in Amansie west district of the Ashanti Region. The study used descriptive research design. Questionnaire that had closed-ended questions were used to obtain information for the study. The targeted population for this study comprised all the 17 female head teachers and 170 teachers who have females as their heads in the public basic schools in Amansie West District. Census sampling was used to select all the 187 female head teachers and teachers for the study. The analytical procedure used was descriptive statistics. Among the major findings were that head teachers’ leadership behaviour strategies were delegating responsibilities to other teachers when necessary and making sure that teachers follow laid down rules and regulations. Teacher self efficacy strategies were teachers’ ability to control disruptive behaviour in the classroom and motivating students who show low interest in school work. Leadership behaviour of head teachers impacted on teacher efficacy as they create supportive environment that promote teachers to maximize their potential to be able to teach to the understanding of students and also create a productive atmosphere for teaching and learning. It is recommended based on the findings that the Ghana Education Service (GES) through the Metropolitan, Municipal and District Directors should organize training workshops on effective leadership style for female head teachers.

Source: UEW
The influence of formal employment on breastfeeding pattern of mothers in Mampong Ashanti

Adequate breastfeeding only with no food or medicinal supplement is all that is needed for the normal infant during the first six months of life. Decline in in breastfeeding practices is not only detrimental to the health of the infant but also to mother-child relationship with serious damages to the family and social integration. This study examined the influence of formal employment on mothers‟ breastfeeding from 0-6 months infants in Ashanti-Mampong. A sample of 120 working mothers‟ breastfeeding from 0-6 months were selected using purposive, convenience and stratified sampling techniques. Data were collected using questionnaire and focus group discussion. Direct quotations and thematic analysis were employed as main tools to analyse the qualitative data whereas descriptive statistical analysis such as frequencies, percentage distributions, tables and pie charts were used to analyse quantitative data and present findings. Results showed that work cultures were not favourable enough but it did not influence breastfeeding rates and duration among working mothers. The study also revealed that returning to work shortly after child birth and maternity leave does not deter mothers from exclusive breastfeeding. The study recommended that mothers should be encourage to continue with the type, rate and duration of breastfeeding due to it benefits. Also, maternity leave should be long enough to allow 6 months breastfeeding so as not to deter breastfeeding mothers from exclusive breastfeeding. Finally, employers should develop favourable policies that allow breastfeeding at the workplace.

Source: UEW
The influence of free senior high school on student academic performance a case study of Atwima Nwabiagya Disrict

Getting everyone into school increases quantity thus maintaining the quality of it becomes a burden and quite challenging. Globally, access to education is one of the problems facing education and the Education For All movement which was initiated by UNESCO with the aim of getting all children, youth and adult to school. This study seeks to assess the influence of Free Senior School on student academic performance in Ghana. Cross-sectional survey research design was used for the study with a population of 198. Census sampling technique was used for the participants for the study. 198 questionnaires were administered of which 163 was retrieved. The study revealed that in the year 2016/2017, the student’s enrolment rate was 2617, this figure increased in the subsequent academic year 2018/2019 to 2625. The student’s enrolment rate increased to 2857 in the 2020/2021 academic year. Additionally, the free SHS policy has increased access in public schools’ enrollment. The study concluded that students’ enrolment rate was increased as a result of introduction of free senior high school policy. Parents enrolled their students in schools because of the free primary education. The study recommended that the Government of Ghana through the Ministry of Education and Ghana Education Service should involve private schools in computerized school placement system and boost the private sector.

Source: UEW
Influence of Ghana’s school feeding programme on enrolment and retention of basic school pupils in West Mamprusi Municipality of the North East Region

After a decade of the GSFP implementation however, there are serious concerns from various stakeholders on the success of the programme and/ or the degree of achievement of its stated objectives. In the West Mamprusi Municipality in particular, not enough scientific studies have been conducted on the influence of the GSFP on enrolment and retention and this brings to the fore the need for this study to fill in the literature gap. This research work is an attempt to examine the implications of the GSFP on basic schools in the West Mamprusi Municipality of the North East Region of Ghana. The study examined the extent to which enrolment and retention were influenced by the SFPs. It focused on finding out what motivates pupils to enroll in certain basic schools, the influence of GSFP on pupils learning, and the presence of classrooms for pupils who attend GSFP schools. The work was a descriptive research of selected basic schools in the West Mamprusi Municipality of the North East Region of Ghana which were enjoying the GSFP. Pupils and teachers were used for this study. The population for pupils was two thousand and twenty-eight (2,028) out of which two hundred (200) pupils were randomly selected as the sample size. Twelve (12) teachers‟/head teachers were purposively selected to form part of the sample size. Questionnaire was the main research tool used whilst interview was used to back up the main research instrument. The research found out that the GSFP was a critical and major factor influencing basic school enrolment and retention in the schools under study, even though, the quality of teachers as well as good academic performance of schools were also mentioned as contributory factors. The study further found out that the presence of GSFP in basic schools had a positive effect on pupils‟ academic performance. The study concludes that the GSFP remains critical to the success of basic education and all efforts should be made to expand its structures and scope to the benefit of all schools. It is recommended therefore that, to alleviate hunger and improve concentration in classrooms, meals must be nutritionally balanced and provided on time, the implementation committees at the Municipality should continue to monitor the quality and quantity of the daily meals provided for pupils, information relating to school infrastructure like classrooms, kitchen and canteens (physical development) and the availability of text books and other teaching and learning materials must be given more attention, SFPs require constant monitoring and evaluation to provide input on the changing needs of the students as well as data on impacts and effectiveness.

Source: UEW
Influence of grasscutter, chickenm manure and NPK fertilizer on the physical properties of a chromic luvisol, growth and yield of carrot (Daucus carota

A field experiment was conducted to evaluate the effect of grasscutter manure (GM), chicken manure (CM), and NPK on soil physical properties, growth and yield of carrot. The treatments were; no fertilizer or manure (control), 300kgNPK/ha (15:15:15), 10tCM/ha, 3 levels of grasscutter manure (10t, 15t and 20t/ha), laid out in a randomized complete block design with 3 replications. Soil bulk density was highest in the control plot while the sole manure treatments had low soil bulk densities, with the 20t/haGM3 having the lowest value. The 20t/haGM3 treatment also recorded the highest values for the gravimetric moisture content and the total soil porosity. Plant height, number of leaves, root length, root diameter and root yield in the amended treatments were better than the control. Values for the growth and yield parameters of the carrot plant from the 20t/haGM3 treatment were in most cases significantly (P=.05) higher than the rest of the treatments, and the 10tGM/ha treatment had better impact on the parameters than the 10tCM/ha treatment. The highest economic benefit was realized for the 20t/haGM3 treatment.

Source: UEW
Influence of head teachers instructional supervision strategies on pupil performance in basic schools. A case study of deprived basic schools in Atwima Nwabiagya South District of Ashanti Region

The study was conducted to explore head teachers’ instructional strategies has on pupil’s performance in the basic schools in Zone “B” area in Atwima Nwabiagya South District of Ashanti region in Ghana. The objectives of the study were to identify the type of supervision carried out in public Basic Schools, find out how often circuit supervisors, school heads and other external officers supervise school activities, determine the problems teachers and head teachers face during school supervision in public Basic Schools and to identify measures to mitigate the problems faced by instructional supervisors in public Basic in Zone “B” area of the Atwima Nwabiagya South District. A descriptive survey design was used for the study. The target population for this study consisted of teachers, head teachers and circuit supervisors. Census technique was used to select all the 30 head teachers, 318 teachers and 30 circuit supervisors in the Zone “B” area. The instruments used in the collection of data were questionnaire and guided interviews. The study found among others that both internal and external supervision was emphasized and that supervisors did not give notification before supervision. Also, supervisors termly and frequently undertook supervision in the schools. Again, lack of motivation and shift system are some of the hindrances to supervision and that supervisors should be detached from teaching to afford them enough time for effective supervision. It is recommended based on the findings that adequate number of qualified circuit supervisors must be appointed and given necessary intensive training workshops on professional knowledge and guidance for effective supervision.

Source: UEW
Influence of head teachers’ leadership practices on school culture in selected senior high schools in the Kwahu West Municipality

Recent educational reform efforts have focused on creating effective school environment as a means of improving students’ achievement. Against this backdrop, there have been a surge in concerns that claim that success of educational reforms cannot be guaranteed without paying attention to school leadership. The main objective of the study was to examine the effects of head teachers’ leadership practices on school culture using Senior High Schools in the Kwahu-West municipality in the Eastern Region of Ghana. Primary data were collected from 207 respondents, comprising school Heads, Teachers and non-teaching staff in five SHSs in the Kwahu-West municipality. The results of the analysis revealed that the key School cultures were the involvement of parents in school management and development of effective coordination among staff, parents and students. Further analysis show that leadership practices positively correlated with school culture. The results further show that the effects of leadership practices on school culture was statistical significant at 5%. The study recommends that leadership of schools should be sensitive to the concerns of subordinates as this will result in positive school culture conducive for teaching and learning.

Source: UEW
Influence of head teachers’ leadership styles on teachers’ performance in the Asantekwa circuit of the Kintampo North municipality

The purpose of the study was to examine the influence of head teachers’ leadership style on performance of teachers in Asentekwa Circuit. A qualitative research design, specifically the case study approach was employed for the study. Interview guide and observation schedule were used to gather data from head teachers and teachers in the circuit. A total of ten 10 head teachers and ten 10 teachers were selected using purposive sampling technique. Data was collected through the in-depth individual interviews and a focus group discussion. Thematic analysis was used to analyze the data. Findings from the study revealed that respondents saw a leader as a person entrusted with the responsibility of ensuring the progress of a school through the maximum utilization of both human and material resources. On leadership styles, the respondents mentioned democratic and autocratic leadership styles as familiar ones. The common leadership style used by the head teachers was the democratic style. An appropriate leadership style used by a head teacher comes with a positive influence on the performance of the teacher. It was recommended that head teachers should be more democratic in their approach to promote cooperation, teamwork and creativity on the part of teachers. However, they should vary their leadership styles based on the situation at hand.

Source: UEW
The influence of headmaster’s leadership style on teacher motivation at the Kumasi metro

Several studies have been carried out to discern the relationship between leadership styles of heads of second cycle institution and teacher motivation to perform but such studies have not been carried out on a large scale in the Ashanti Region of Ghana. This study therefore sought to investigate the leadership style used by the Heads of second cycle institutions in the Ashanti Region of Ghana and whether the leadership styles adopted motivates teachers to perform satisfactorily. Sample of five Senior High Schools (SHS) in the Kumasi metropolis were used for the study. Simple frequencies and percentages were used to analyze the data. Of the five headmasters interviewed, four revealed that they more often than not use democratic leadership style while all the five maintain that in addition to democratic style they again maximize the use of transactional style. The study adopted a mixed method by the use of both qualitative and quantitative approach involving the use of questionnaire and interview. The findings revealed therefore that the Heads of the five SHS in the Kumasi metropolis used the democratic, transactional leadership styles extensively while Management By Objective (MBO) and Management By Wandering Around (MBWA) were also used on limited scale. Leadership styles such as laissez faire, autocratic and paternal were rarely used. It is recommended however that other forms of leadership styles such as situational leadership style, pacesetter style should also be used when necessary.

Source: UEW
Influence of heads’ leadership styles on teachers’ effectiveness in public senior high schools at Ahafo Ano North of the Ashanti Region

The purpose of the study was to assess the influence of leadership styles of headmasters of public senior high schools, and also identify how these leadership styles influence teacher effectiveness. The specific objectives were however to examine the personal qualities of Heads required to enhance their performance as perceived by teachers in the school, assess the leadership style of headmasters as perceived by teachers, examine the relationship between leadership style and teachers’ performance, and seek the suggestions of teachers on the skills needed by headmasters to improve their leadership style and effectiveness. Using purposive sampling technique in selecting the two schools, a simple random sampling technique was used in selecting a sample of 110 teachers for the study. The frequency distribution and descriptive statistical test were used in analyzing the data. A pilot study was conducted at the Junior TESS Basic School. All the Cronbach alpha values were above the 0.7 threshold indicating an internal reliability of the research instrument. In terms of personal qualities of headmasters, the study found that headmasters established clear and consistent vision for the schools. They also build a learning community by trusting teachers, and is highly visible to both staff and students. Headmasters however could not offer adequate teaching resources. On leadership styles, the most dominant leadership styles adopted by headmasters were the strategic leadership style, transactional and the autocratic leadership style. It was found however that teachers performed poorly on professional conduct. In terms of relationship between leadership style and teacher performance, the study found a positive and significant relationship between autocratic transactional and strategic leadership styles and teacher performance.

Source: UEW
Influence of headteachers leadership styles on basic school teachers performance in the Weija-Gbawe Municipality

The purpose of the study was to examine the influence of headteachers' leadership styles on basic teachers performance in the Weija-Gbawe municipality. This study adopted descriptive survey as the design. A total of 168 respondents made up 12 headteachers and 156 teachers were sampled from a population of teachers from Weija-Gbawe Municipality using purposive and simple random sampling techniques. Questionnaire was used as the main instrument for data collection. The data collection instrument was validated using expert-judgment. Cronbach alpha reliability coefficient of 0.78 was obtained for the instrument through test-retest method. Data collected were analysed using frequency counts, percent and mean. The study found among others that both academic and personal qualities are very good criteria that every headteacher in basic school in Weija-Gbawe Municipality should possess. And that the headteachers should have served for at least ten years. Further, the leadership styles portrayed by the headteachers influence the work performance of the teachers. Finally, there is a positive relationship between the leadership style adopted by the headteachers and performance. Based on the findings of the study, it was recommended among others that training in administration and management should be made a prerequisite for the appointment of heads of basic schools.

Source: UEW
Influence of headteachers’ instructional supervision on students’ academic performance in public junior high schools in Mensonso circuit of Akrofuom district

The purpose of the study was to find out the influence of headteachers instructional supervision on students’ academic performance in public junior high schools in Mensonso circuit of Akrofuom District. The study employed descriptive survey research design. A sample of 60 teachers, 6 headteachers and 6 students, was drawn from the ten (10) Public Junior High School in Mensonso circuit of Akrofuom District. Data was collected using questionnaires and interview guides. Descriptive statistics involving frequencies and percentages were used to analyze quantitative. The study findings revealed that the Headteachers’ instructional supervision activities influenced students’ academic performance through headteachers’ frequent checking records of work covered, checking of pupils notes, checking of scheme of work and lesson plan, class visit (observing teaching and learning activities). The findings also revealed that majority of teachers perceives headteachers’ instructional supervision practices as an evaluative tool used to assess their performance. The results also revealed from study that, the most common challenges experienced by headteachers in conducting instructional supervision practices in public junior high schools were; provision of adequate learning resources in schools, headteachers are well skilled to handle administration matters in schools and teachers are always willing to work with headteachers for better performance. The study recommended that headteachers should continue with focused instructional supervision, by checking the teacher’s record books and pupils’ record books to enhance performance. The process should be well planned to ensure it does not inflict fear, intimidate or cause loss of morale among the teachers. Headteachers should strive to be role models worth imitation and should exhibit professionalism.

Source: UEW
Influence of headteachers’ instructional supervision practices on pupils’ academic performance in junior high schools in Ashanti Mampong municipality

This study sought to investigate the influence of headteachers’ instructional supervision on pupils’ academic performance in Junior High schools in Ashanti Mampong Municipality. The objective of this study was to establish the influence of headteachers’ evaluation of teachers’ lessons preparation, classroom observation, engagement in conferences, evaluation of teachers’ records of work, and influence of syllabus coverage on pupils’ academic performance in Ashanti Mampong Municipality. The study employed a descriptive survey design to target 431 teachers and 60 headteachers from 60 Junior High Schools in Ashanti Mampong Municipality. Purposive sampling method was used to select 25 headteachers and convenient sampling method was used to select 114 teachers from 25 junior high schools. This study employed questionnaires as data collection instruments. The findings indicated that 80% of the headteachers always ensured the preparation of scheme of work and lesson plan as required and provided their staff with teaching learning materials for instruction. The findings also revealed that 72% of the headteachers discussed lesson objectives with teachers, guided them to select teaching materials and tools, discussed special needs of students with teachers, discussed lesson areas for observation and also created good environment for respect and rapport with teachers. It is recommended that the teachers should be motivated and encouraged to share with headteachers areas where they need support to enhance effective teaching and learning, cooperate in appraising students’ exams results and also regularly monitor students exercise and work books.

Source: UEW