ghanaopendata/ghanaian-research-english huggingface dataset:
Perception of teachers on the implementation of inclusive education in the Kwahu East District of the Eastern Region

The study investigated the perception of teachers on the implementation of inclusive education in the Kwahu East District of the Eastern Region. The quantitative approach using a descriptive survey was employed for the study. The sample for the study was 200 teachers from 25 basic schools in the district. The 25 basic schools were chosen using the simple random technique whilst census technique was used to sample the participants from the selected schools. The SPSS software version 23.0 was used to assist in the data analysis. The study showed that teachers had a positive attitude towards learners with disabilities in the classrooms; however, the environment was not facilitating their full participation. The study further indicated that teachers were only ready to include learners with mild disabilities in their classrooms. It was again revealed that there are inadequate material resources to make inclusion a reality. The study further showed that teachers had little knowledge in curriculum adaptations to meet the needs of learners with disabilities. It was recommended among other things that Ghana Education Service (GES) should organize in-service training for teachers on curriculum adaptations. It was again suggested that GES provides more special educators to the district to support the efforts of the teachers.

Source: UEW
The perception of teachers on the leadership styles of headteachers of public junior high schools in the Bolgatanga Municipality - Copy

The study was conducted to assess the perception of teachers on the leadership styles of head teachers of public basic schools at the Bolgatanga Municipality. The objectives of the study were to determine the leadership styles of Junior high schools head teachers, ascertain the perceived influence of Junior high schools head teachers leadership style on teachers’ job performance and to find out the challenges headmasters faced in their leadership. A descriptive survey design was used for the study. The target population for the study was the 238 head teachers and teachers in the 14 public junior high schools. Census sampling was used to select all the 14 headteachers. Simple random sampling was used to select a proportion of 50% of the total teacher population of 224 getting a total of 126 respondents for the study. Questionnaire was used to collect data for the study. The data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS). The study found among others that head teachers in the study area exhibited transactional and transformational leadership styles. Also head teachers’ leadership styles enabled teachers to make adequate lesson preparation to improve teaching and learning. Some of the challenges head teachers faced in their leadership was lack of time. It is recommended based on the findings and conclusions that the Ghana Education Service should organize in-service training for heads of educational institutions on the best leadership styles that promote teaching and learning.

Source: UEW
The perception of teachers on the practices and challenges of supervision of teaching and learning in basic schools a case study of Mankranso Circuit

The study was conducted to investigate teachers’ perception on the practices and challenges of supervision of teaching and learning in basic schools in the Mankranso Circuit of the Ahafo Ano South West District. The objectives of the study were to identify the types of supervision practiced, find out the perceptions of teachers, head teachers and circuit supervisors on the importance of supervision and to establish the challenges associated with supervision in basic schools in the Mankranso circuit. The study adopted descriptive survey design using the questionnaire to collect data. The target population was 441 head teachers and teachers in the Ahafo Ano South West District. The accessible population was 52, comprising 3 head teachers, 48 teachers and one circuit supervisors in the Mankranso Circuit. Census sampling was used to select 52 respondents for the study. The data was analyzed with descriptive statistics. The study found among others that schools in the study area practiced both external and internal supervision. Also supervision took the forms of intensive inspection and regular visits. Also, supervision contributed to continuous professional development of teacher and enabled teachers to use variety of teaching techniques. The challenges associated with supervision were perception of teachers towards supervision and supervision as master-servant relations among. Based on the findings it is recommended that the Ahafo Ano South West District Director of Education should allocate adequate teaching and learning materials to supervisors for them to perform effectively and efficiently to improve instruction.

Source: UEW
Perception of teachers towards inclusive education in some selected basic schools in the Amenfi East District

A cross-sectional survey involving ninety (90) teachers from a population of one hundred and twenty (120) classroom and head teachers in some basic schools was conducted to investigate classroom teachers' attitudes toward inclusion of children with special educational needs in the inclusive basic schools within the Amenfi East District. The collected data were analyzed using descriptive statistics, namely frequency distribution tables and percentages. Most respondents said that children with disabilities needed more attention from their teachers; nonetheless, children with disabilities should not be included in traditional classroom settings alongside other children. More than half of the teachers responded that if they had their way, they would avoid teaching impaired kids, despite the fact that they are naturally thrilled to meet children with disabilities who want to study with other students. Less than half of the instructors said they try to encourage co-teachers to attention to the needs of disabled children as much as possible since all children have equal rights. Gender, prior experiences, encouragement from head teachers and special needs education coordinators, and availability to educational resources were found as factors impacting classroom teachers' views toward inclusive education in the district, according to the research. Teachers reported difficulty in implementing inclusive education due to a lack of evaluation, time allocation, training, teaching, and learning materials. The main recommendations are to conduct more research into the benefits of professional development and training, to provide adequate support and resources, and to provide intensive training on teaching special needs children in an inclusive setting so that they can respond effectively to the needs of all children in the class.

Source: UEW
Perception of teachers towards the teaching and learning of pupils with low vision in Nkwanta South District, Volta region

The study sought to find out the perception of teachers towards the teaching and learning of pupils with low vision in Nkwanta South District, Volta Region. The cross sectional survey design was used to guide the study. The sample size for this study was 150 teachers. The method for the collection of data was questionnaire. The probability sampling technique involving simple random sampling techniques was used to select the sample size. Data was analyzed using frequencies and percentages. The results from the study showed that teachers did not have adequate resources for teaching pupils with low vision. Moreover, teachers did not have writing materials such as magnifying lenses and telescopes. Teachers faced challenges in teaching pupils with low vision such as adapting the curriculum to suit the needs of pupils with low vision, could not assist pupils with low vision to read and write in braille and did not have requisite skills in teaching pupils with low vision. However, teachers verbalize everything they wrote on the chalkboard for pupils and wrote boldly on the chalkboard. The researcher recommended that teachers teaching pupils with low vision should be taught the most appropriate methods of teaching pupils with low vision. Frequent in-service training should be organized for teachers teaching pupils low vision.

Source: UEW
The Perception of Technical and Vocational Education and Training Programme among Ghanaians,A Case Study of ICCES Centres in the Ashanti Region

The purpose of this study was to investigate the perception of Ghanaians on TVET programmes, a case study of ICCES in the Ashanti Region. This study employed the case study design using qualitative approach. This was because the study sought to solicit responses from Ashanti ICCES on their perception on technical and vocational education and training programmes (TVET). Purposive sampling was used to select twenty participants which include five teachers and fifteen student leaders for the study. Semi structured interview was used as the main instrument for data collection. The findings of the study revealed that the rationale behind the provision of TVET programmes in Ghana was to equip graduates from the school with the economic man power to function effectively in the society as well to lead an upright and moral life in the society. Again, the study revealed that low social acceptability for TVET schools/programmes, Parents/Guardians send their ward as last resort; and local employers of labour and their preference for foreign trained or expatriate technicians were the attitudes of Ghanaians towards the provision of TVET. Lastly the study indicated that inadequate teaching and learning materials (tools and equipments), lack of proper training and motivation for TVET teachers/instructors, and inadequate supervision for TVET students in industrial attachment/training were some of the challenges militating against the provision of TVET programmes in Ghana. The study therefore recommends that the Ministry of Education and COTVET should work together by creating the awareness to the public and the country as a whole on the benefits of technical and vocational education.

Source: UEW
Perception of tutors of colleges of education on gender equity and its influence on their classroom practices in the Ashanti region

The purpose of this study was to explore the perception of tutors of Colleges of Education in the Ashanti Region on gender equity and how their perceptions influence their classroom practices. It was also meant to explore how tutors‘ own practices create gender biases and stereotypes and how tutors can do away with these biases to promote equity in the class to effect social change and development. Four research questions were raised to guide the study on how college tutors perceive gender and gender equity, the extent to which tutors‘ perceptions translate to their classroom practices, the benefits of promoting gender equity in the classroom, and the challenges of achieving gender equity in the classroom. The embedded exploratory sequential mixed method was adopted with sample size of 132 chosen using Yamane‘s formula from four public mixed colleges. In order to get some lessons observed, twelve (12) tutors comprising five (5) females and seven (7) males of the sampled population volunteered for their lessons to be observed. A questionnaire with a five-point Likert Scale was used to gather quantitative data while observation data were used to validate qualitative results. Frequency counts and percentages were used to analyse quantitative data with the Statistical Package for Social Sciences (SPSS) while thematic analysis and coding were used to analyse observation findings. The study revealed that tutors perceive gender as a social construct and these constructions breed inequities and create biases in major sectors of the community. It further revealed that tutors understand gender equity as fairness and justice that are given to individual males and females in education more importantly the classroom and that tutors own actions breed biases and stereotypes in the classroom. Tutors classroom practices were seen to contain some level of biases and stereotypes. The study further indicated that greater attempts are made to promote equity in the classroom through tutor pedagogies, language usage, teaching and learning materials selection and usage and provision of counselling services to males and females during classroom interactions. The study recommended that educational planners and deliverers should put much emphasis on gender equity and inclusivity in the school curriculum so that it will induce tutors to strive hard to promote gender equity in their classroom practices in order to achieve gender equality in education.

Source: UEW
Perceptions and attitudes of tutors of Colleges of Education towards student-athletes in selected variablesof behaviour in Upper East region of Ghana

This study investigated the perceptions and attitudes of tutors of Colleges of Education towards student-athletes in selected variables of behaviour in the Upper East Region of Ghana. A quantitative research approach was used for the study. The research techniques used were the descriptive method along with the correlation method. The significance of the study was that it would provide insights to tutors on how they can adopt a favourable attitude towards students who participate in athletics. The study again would provide invaluable information which can serve as basis for planning in service training for tutors of Colleges of Education to upgrade their professional competencies with regard to modifying their teaching methodology vis-a-vis the organisation of sporting activities in the colleges. The study would also provide data which can serve as a springboard for further research into other areas of physical education. Three research questions were raised. The instruments used were questionnaires for both students and tutors. Data was analysed using descriptive statistics and correlations. The descriptive statistical analysis revealed that indeed tutors’ had a negative perception and attitude towards student-athletes. Only a few tutors’ had a positive attitude towards student athletes. The findings of the study also revealed that students were affected by the tutors’ attitudes and perceptions about them. Some recommendations were that there is the need to create awareness of the negative effects tutors’ attitudes have on the academic lives and work of student- athletes. There is also the need to do away with the negative perceptions and attitudes of tutors against student-athletes in various schools, institutions, and colleges in Ghana. There is the need for schools, colleges and institutions to provide various support systems for student-athletes to help them combine athletics with their academic work

Source: UEW
Perceptions of Junior High School students on integrated science teachers’ attitudes and competencies in using laboratory resources the case of Ga East Municipality

This study, adopting a descriptive survey design, explores Junior High School students' perceptions of integrated science teachers' attitudes and competencies in utilizing laboratory resources for teaching. The study population encompasses three public basic schools in the Ga East District, randomly selected for data collection. Utilizing a proportional random sampling approach, 180 students were selected from all three schools to complete the structured questionnaire. Additionally, six focus groups were formed, with two sets in each school, each comprising eight students. The objectives include investigating students' perceptions of teachers' attitudes and competencies, as well as examining the effect of these factors on the use of laboratory resources in the teaching of integrated science and students' academic performance. Data analysis involved quantitative methods, using descriptive statistics, and qualitative methods, including verbatim analysis. The findings highlight generally positive student perceptions while identifying specific areas for improvement, such as teacher attendance during practical works and optimizing laboratory material usage. Recommendations involve enhancing resources, providing teacher training, and integrating technology into teaching practices. Future research could explore the development and implementation of targeted professional development programs for science teachers to enhance competencies in utilizing laboratory resources effectively.

Source: UEW
Perceptions of kindergarten teacher’s use of play as a teaching technique in Afadjato South District, Volta Region

The study investigated perceptions of kindergarten teachers on the use of play as teaching technique in Afadjato South District, Volta Region. The study used concurrent triangulation mixed-methods design. A sample of 130 participants was selected for the study: 100 kindergarten teachers, 20 basic school heads and 10 school supervisors. Multistage (comprehensive selection, simple random and convenience) sampling technique was used to select the participants. Questionnaire and interview guide were used to collect data. Descriptive statistics such as frequency counts, percentages, means and standard deviations were used to analyse the quantitative data. Thematic analysis was used for the qualitative data. The study found that to a very large extent, kindergarten teachers‘ perceptions affected their use of play as a teaching technique; again, kindergarten teachers‘ perceptions positively influenced their use of play as a teaching technique; factors influencing the perceptions included availability of play materials, the kind of motivation teachers receive and many others; measures to be employed to positively shape the perception of kindergarten teachers and help them use play to effect learning comprised availability of teaching and learning materials, teaching experience, organisation of in-service training, motivation and regular supervision. It was concluded that kindergarten teachers used play as a teaching technique. Moreover, factors that contributed to their use of play as a teaching technique included: availability of play materials, the kind of motivation teachers receive and their teaching experiences. It was recommended that through inservice training, headteachers should encourage kindergarten teachers to continuously have positive perception towards play as a teaching technique.

Source: UEW
Perceptions of organizational justice and it’s impact on employee silence

This study delved into the intricate relationship between perceptions of organizational justice and the prevalence of employee silence, with a focus on the unique context of the Winneba District High Court. The study employed a quantitative approach by using a sample size of 70 respondents. The data were analysed using multiple regressions. The findings of the study revealed a positive correlation between perceptions of fairness and decrease employee silence, indicating that a just organizational culture fosters open communication. Procedural justice is found to enhance trust among legal professionals, encouraging them to engage in respectful and transparent communication. Distributive justice promotes equitable access to legal resources and reduces feelings of injustice, contributing to an environment where employees feel valued and willing to share their concerns. Further, the dimensions of organizational justice significantly impact employee silinece. Based on the findings of the study, it can be concluded organizations that prioritize justice and fairness are more likely to create a positive work environment where employees feel valued, engaged, and motivated to share their concerns and feedback. Therefore, it can be recommended that prioritize fairness and justice in all aspects of organizational functioning, including decision-making, resource allocation, and interpersonal interactions.

Source: UEW
Perceptions of private school teachers about inclusive education in Bolgatanga East district of the Upper East Region

The purpose of the study was to investigate the perceptions of private school teachers towards inclusive education in the Bolgatanga East District. Twenty (20) teachers, comprising 10 males and females formed the sample size of the study. In-depth interviews that were semi-structured were used to gather the data. The study used a mixed methodology based on pragmatism philosophy and reported findings based on participant interviews. The results of the study showed that while many teachers were aware of what constitute inclusion education, most of the teachers were unable to implement it due to numerous challenges. These challenges include exclusion by government in the provision of materials and infrastructure needed for effective implementation. According to some educators, inclusive education is an effective strategy for guaranteeing equal access to educational opportunities. According to the study's findings, teachers working in inclusive schools need to receive training on how to work with pupils who have disabilities.

Source: UEW
Perceptions of senior high school teachers and students on topics in the Integrated Science syllabus.

This study explored students’ and teachers’ perceptions of integrated science topics in the Senior High School integrated science syllabus. The objectives of the study were, to identify perceived difficult topics in the Integrated science syllabus among students, and their teachers, reasons by teachers for the perceived difficult topics to teach and a comparism of students’ perceived topic difficulty based on gender. To achieve this, the descriptive survey method was employed in the collection of data from 207 SHS three (3) students and their 18 integrated science teachers in two schools within the Cape Coast Metropolis who were purposively sampled for the study. The instruments used were questionnaires for both teachers and students. Data collected was analysed through the application of t-test, mean, standard deviation, and percentages, using the statistical package for social science (SPSS). The study revealed that biotechnology, endogenous technology, atmosphere and climate change, hydrological cycle, and nuclear energy were the most perceived difficult topics to understand by students. Integrated science teachers expressed reasons for some perceived difficult topics to teach. The study also established no significant difference in topics perceived to be difficult by male and female students. Both students and teachers expressed diverse levels of perceived difficulty in integrated science topics in the syllabus. The study therefore, recommended that the Management, Science heads of departments and Integrated science teachers of the sampled schools should review and simplify identified difficult topics in the integrated science syllabus for easy teaching and understanding by teachers, and students. It was also recommended that as much as possible all stakeholders should help to provide adequate teaching and learning support for integrated science to help in the teaching and learning process so as to improve students’ performance.

Source: UEW