ghanaopendata/ghanaian-research-english huggingface dataset:
Challenges facing female heads of senior high schools in the central region of Ghana the perspective of stakeholders

The study aimed to investigate the challenges encountered by female heads of senior high schools in the Central Region of Ghana, as well as the available support systems. A mixed-method approach was used, combining both qualitative and quantitative data collection methods. Data was analyzed using concurrent triangulation mix-method. The study included various educational stakeholders such as headmistresses, assistant heads, heads of departments, teachers, and district/municipal/metropolitan directors of education. The results showed that there was a division among participants regarding the existence of socio-cultural challenges faced by female heads. Some believed that cultural biases against women were diminishing in the southern part of Ghana, while others recognized the need for interventions to address unfriendly environments and challenges related to support staff. Additionally, limited resources posed a challenge in organizing training programmes for staff members, despite efforts to conduct workshops and seminars. In conclusion, the study found that female heads of senior high schools in the Central Region of Ghana did not face significant human resources, socio-cultural, or organizational challenges in the execution of their duties. The research also indicated that significant support services were provided to female heads of schools in line with their responsibilities. The study recommended the organization of sensitization programmes to create a women-friendly environment and address gender-based issues among educational stakeholders. Furthermore, it suggested the establishment of clearly defined functions and a chain of command, with appropriate sanctions of insubordinate behaviour. The central regional education directorate could prepare to the newly recruited female heads psychologically, emotional and adequately for the leadership task that is dominated by men. Such workshop could be extended to Assistant Heads and Heads of Department before taking up the leadership mantle.

Source: UEW
Challenges facing head teachers of early grade public schools in Awutu-Senya West District.

Literature indicates that most Early Grade Centres in Ghana are managed by people who have not undergone relevant training. The purpose of this study was to examine the challenges faced by heads of public early grade centres in Awutu Senya West District. The mixed method approach underpinned by the pragmatic paradigm was employed for this study. The sequential explanatory design was used as the framework for data collection and analysis. The target population for the study was 120 headteachers and assistants of Early Grade Centres of which 87 responded to the questionnaire. The census sampling frame was used to involve all the 87 respondents whereas maximal variation technique was employed to select 12 heads and assistants for the qualitative phases of the study. Quantitative data was collected using the questionnaire, and statistical analysis was done using the SPSS v.24. The interview guide was developed from the emerging issues in the quantitative analysis. The Atlas ti v.9 was used to transcribe the qualitative data before the data was integrated to give clarification to the quantitative analysis. It emerged that inadequate teaching staff, lack of motivation, lack of school resources and facilities, teacher retention, work overload and large class size were the administrative-related challenges confronting Early Grade Centres headteachers in Awutu Senya West District. It also emerged that, inadequate funding by the government, budgetary constraints, and delay in funds (capitation grant) constituted the financial-related challenges of headteachers. The study concluded that financial-administrative-related challenges poses a threat to the infrastructural and material development of the school. It was recommended among others that, the Ghana Education Directorate in Awutu Senya West District, should liaise with corporate institutions in the municipality to provide financial aid to the school as part of its corporate social responsibility.

Source: UEW
Challenges facing headteachers instructional supervision in public basic schools in the Kwadaso Municipality

The purpose of this study was to investigate the challenges confronting headteachers’ instructional supervision in public basic schools in the Kwadaso Municipality of Ashanti Region. In all, 35 out of 49headteachers were selected through the simple random sampling technique. The quantitative research approach was adopted with descriptive research design. Structured and close-ended questionnaire was used as the main instrument for data collection. The reliability coefficient of the questionnaire was Cronbach’s ‘Alpha’ of 0.76 after a pilot study. The results of the study showed that headteachers used varied instructional supervision practices including frequent checking of lesson notes, scheme of work, and teacher’s punctuality and regularity. In addition, the study found that instructional supervision promotes effective classroom instruction, improves learning outcomes among pupils/students and helped teachers to cover scheme of work. Finally, headteachers were faced with challenges such as heavy work overload, lack of funding/resources and negative attitude of teachers. It is therefore recommended that the Kwadaso Municipal Education Directorate should organize in-service training programmes for the headteachers to equip them with the appropriate knowledge and skills to effectively balance and practice their supervisory tasks. Furthermore, the Ghana Education Service should also design a policy that will help reduce the workload of headteachers. This can be done by formally appointing Assistant head teachers to help them. Finally, besides increasing the Capitation Grant, the Ministry of Education should pay it promptly to help headteachers provide the much needed resources for effective instructional supervision.

Source: UEW
Challenges facing mentors in mentoring pre service teachers in selected senior high schools in the Kumasi Metropolis

The study was conducted to assess the challenges faced by mentor in mentoring the pre-service teachers in selected Senior High Schools in the Kumasi Metropolis of the Ashanti Region. The objectives of the study were to determine the processes involved in mentoring teacher trainees in the study area, ascertain the factors that promote effective mentoring of teacher trainees in the study area and to identify the challenges associated with the mentoring process. Descriptive survey design was employed for the study. Questionnaire was used as the research instrument for the study. The targeted population of this study comprised all the mentors and mentees of Kumasi High Schools and Anglican Senior High School. Purposive sampling technique was therefore used to select all the 164 mentors and mentees for the study. Data was analysed using distractive statistics. The study found among others that the processes involved in mentoring teacher trainees are relationship building and exchanging information. The study reveals that factors which promote effective mentoring of teacher trainees are listening actively in the mentoring relationship, and encouraging and inspiring mentees. The study also reveals the challenges associated with the mentoring process are selection and training of mentees and mentor not being the expert in the subject area of mentees. Based on the findings, it is recommended that the Ghana Education Service should see to it that only mentors who are experts in the study area of the mentees should be assigned to the mentees. Heads of educational institutions should make sure that mentors are regular and punctual to school when the mentoring of teacher trainees resume in order for the mentee to gain the necessary skills in the mentoring process.

Source: UEW
Challenges facing primary school pupils in learning English language as a foreign language in Asante Akim South Municipal

This study aimed to find out the factors which contribute to the teaching and learning difficulties in English Language among the primary school pupils in Asante Akim South Municipal in the Ashanti Region of Ghana. The sample for the study was 77 respondents comprising 3 headteachers, 60 pupils and 14 teachers selected from 3 schools in the Municipality. Purposive sampling procedure was used to select the sample size. Questionnaires, interview and observation were the major research instruments used for the study. Descriptive statistics in the form of frequencies and percentages were used to analyse the quantitative data by the help of SPSS. The qualitative data were collected in the form of audio recordings and analysed using narrative analysis. The study found that lack of teaching and learning resources, lateness and absenteeism on the side of both teachers and pupils, overloaded syllabus, bad or uncomfortable learning environment among others were the factors affecting teaching and learning of English Language in the Municipal. The study concluded that, both teachers and pupils failed to do their best regarding the teaching and learning of English language in the Municipality and that might have resulted in the low performance. The study therefore, recommended that, the stakeholders of education should ensure that the necessary resources are provided to enhance the teaching and learning of English language, also there should be rules and regulations to monitor the lateness and absenteeism of both pupils and teachers.

Source: UEW
Challenges facing slum inhabitants in Ghana a study of the Wa Municipality

Slums are increasingly becoming a ubiquitous feature of the urbanization process in Global South countries such as Ghana. Many slum inhabitants are trapped in poverty, terrible housing conditions, squalor and inadequate provision of municipal services. Despite the numerous studies on the challenges facing slum inhabitants, unclear in the scholarly literature is the relative importance slum inhabitants attached to these issues. The study thus investigated the relative importance slum inhabitants attached to the factors driving the growth of slums. Their living conditions and coping strategies. This was premised on Turner‟s (1976) theory of slums. A mixed method approach was adopted with the research design been explanatory sequential and a sample size of 386 for the quantitative data and 11 for the qualitative data was used. The instruments used for data collection were interviews and questionnaires. Thematic analysis was used to analyze the qualitative data while Relative Importance Index for the quantitative data. The findings indicate that the factors driving the growth of slums from the perspective of inhabitants were the easy access to accommodation and social networks. Again, majority of the slum inhabitants reported that the worst factors affecting their living conditions were poor sanitation issues and the lack of recreational facilities. The predominant coping strategies engaged in were making credit purchases and taking loans. The study recommends that, to improve slum settlements government should assist with the provision of basic amenities such as affordable housing and also improve on income generating activities of slum inhabitants.

Source: UEW
Challenges facing teacher mentees of Offinso College of Education and support systems available to them

This study sought to unveil possible problems that confront and intimidate mentees in their professional development. A case study design underpinned by the interpretive paradigm was adopted for this study. The main instruments used in gathering the data were a structured questionnaire and a semi – structured interview. The population used was the entire 2015 mentorship group with a population size of 152. The sample size used in this study was 76 teacher mentees selected through multi-stage sampling technique. The data collected from the questionnaire was analyzed using descriptive statistics with the aid of frequencies and percentages. The interview data on the other hand was analyzed through the thematic approach. The study revealed that unpreparedness of some teachers to work collaboratively with mentees and absenteeism of mentors were the major challenges confronting mentees in their mentoring programme. It was revealed that the mentoring programme equipped mentees to be independent and objective in the ways of thinking about issues in the teaching and learning environment. The study therefore concluded that the necessary activities meant to impact practical skills to teacher trainees in the Offinso College of Education during their mentoring programme were in place in the attachment schools. The study recommended among others that the Offinso College of Education in collaboration with the schools within the district where teacher trainees are assigned should organize periodic training sessions for prospective mentors on their roles in the entire mentoring process.

Source: UEW
Challenges facing the implementation of inclusive physical education in colleges of education in the Northern Region of Ghana.

Despite growing recognition of the importance of inclusive education, the implementation of inclusive physical education (PE) in Colleges of Education remains a neglected area of research, highlighting a critical need for investigation into the barriers, teacher perceptions, professional development opportunities, and administrative support that shape its success. The study explored the implementation of inclusive Physical Education (PE) in Colleges of Education in the Northern region. An exploratory case study design was within qualitative approach utilised. Six (6) PE teachers were sampled using census sampling technique. Semi-structured interview guide was used to gather data in this study. Data were analysed using themes. Findings revealed that PE teachers face significant barriers to implementing inclusive PE, including lack of training, inadequate facilities, resource constraints, and negative attitudes towards disability. Despite these challenges, PE teachers had positive perceptions towards inclusive PE, valuing diversity and equity. However, professional development opportunities for PE teachers were limited, with inadequate workshops, mentorship, collaborative planning, online resources, and coaching. Administrative support is also crucial, with lack of clear policies, insufficient resources, inadequate training, limited communication, lack of support staff, and inadequate facilities hindering successful implementation. The study conclusively identified significant barriers hindering the implementation of inclusive PE in Colleges of Education. The study indicated that PE teachers possess positive perceptions towards inclusive PE, valuing diversity and equity. However, these positive attitudes were often overshadowed by implementation challenges. The study revealed a significant gap in professional development opportunities for PE teachers, hindering their ability to effectively implement inclusive PE. Lastly, the study underscore the crucial role of administrative support in successful inclusive PE implementation. It was recommended that Colleges of Education in the Norther region should establish clear policies, allocate sufficient resources, provide adequate training, facilitate communication, and ensure support staff availability.

Source: UEW
Challenges head teachers face in managing staff in basic schools at Atwima Kwanwoma District of Ashanti Region

The study was conducted to investigate challenges basic school head teachers face in managing staff in basic schools at Atwima Kwanwoma District of Ashanti Region. The objectives of the study were to determine how head teachers manage basic schools, identify the challenges basic school head teachers face in managing staff and to adopt strategies to manage staff in basic schools at Atwima Kwanwoma District. Descriptive survey design using the quantitative approach was adopted for the study. The target population of the study consisted of all head teachers and assistant headteachers. The accessible population was 40 headteachers and assistants in 20 basic schools. Purposive sampling was used to select the schools and the 40 head teachers and assistants for the study. Questionnaire was used to collect data. The reliability test yielded Cronbach alpha of 0.78. Data were analyzed descriptively and presented using percentages and frequencies to answer all research questions. The study found that heads provided proper placement of staff and facilitated discipline of teachers and students. Challenges heads faced in managing staff were frequent absenteeism of teachers and teacher’s frequent lateness to School. Strategies to manage the challenges were the provision of career development training, and availability of teaching and learning materials for teachers to use in teaching. It is also concluded that because of the several challenges heads faced in managing staff militating against it, heads management of the schools would not be as effective as envisaged.

Source: UEW
Challenges in summary writing A case study of Bolgatanga Girls Senior High School

Summary writing is basically the reduction of a text that is centred on the salient points of a text and a resulting restatement. It is an activity that is multi-sectoral as it involves an interplay of identification of central ideas, a carefully organized form of a text as well as the capability to combine a brief, concise and a well-connected frame of ideas representing the author’s original thoughts or emotions. Students, for that matter candidates, have battled with this canker which has mostly caused poor performance in their course of climbing the academic ladder. This has precipitated the identification of the different forms of difficulties that learners in the study area faced as they undertook a summary writing task. For this very reason, the study has sought to unearth the challenges confronting final year students in the Bolgatanga Girls Senior High School in the Bolgatanga Municipality in the Upper East Region in the execution of tasks in summarization. The study randomly selected 50 students and 5 English teachers and administered two sets of questionnaire to gather responses. In fact, the challenges in summary writing are as a result of students’ inability to locate central ideas, their lack of comprehension skills, the poor reading habits by students as well as their poor acquisition of vocabulary. All the above are orchestrated by ineffective instruction on the part of teachers.

Source: UEW
Challenges in the induction of newly-appointed teachers in the junior high schools at the Adansi North District

The study was conducted to investigate the induction system and its effect on public basic schools in the Adansi North District of the Central Region. The objectives of the study were to find out some of the training andinduction programmes that are organized in basic schools in the study area, determine the causes of ineffective induction practices in basic schoolsin the study area and to ascertain the effects of effective induction programme on teaching and learning in basic schoolsin the study area. The researcher used descriptive survey design to collect quantitative data for the study. The targeted population was all the 164 head teachers and assistant head teachers of the public basic schools in the Adansi North District. Simple random sampling was used to select 82 respondents for the study. Based on the findings, code of conduct for teachers, conflict resolution, condition of service, lesson notes and in teaching pedagogy among others are organized in schools in the study area. Work overload, negative attitude of existing or veteran as well as beginning teachers are some of the causes of ineffective induction and training. Improvement in professional growth and development and effective integration of new employees to the organization are some effects of effective induction. It is recommended that workloads of head teachers and their assistants who organize induction and training should be reduced for induction and training to be effective.

Source: UEW
The challenges in the preparation of preservice music and dance teachers at Gbewaa College of education in Pusiga District

The quality of teaching occurring in schools can be directly attributed to the preservice teacher preparation that teachers receive. The aim of the study is to find out challenges in the preparation of preservice music and dance teachers at Gbewaa College of Education. Also this study is to find out the kind of instructional materials and methods of instruction employed in the teaching and learning of music and dance. The approach of the music and dance teachers to music and dance teaching and learning determines the successful realization of the curriculum. A case study as a method was employed for the study. The technique adopted for the selection was purposive sampling. The research was based on data collected from sixty-five (65) elective music and dance respondents out of a total of 222 students. The main instrument used for the study was Observation, Interview and Questionnaire. The study revealed the following: lack of competence and confidence, inadequate teaching and learning materials, apathy on the part of students, teachers and parents, inadequate time for music and dance lesson, lack of priority for music and the disparity of the Curriculum content of the College of Education Institutions and that of the Basic Schools. The results recommend that Music and Dance should be separated from the other Creative Arts and made examinable subject at the basic level and the course content should have a bearing on the Primary and Junior High School syllabus.

Source: UEW