ghanaopendata/ghanaian-research-english huggingface dataset:
Perceived factors affecting the provision of Early Childhood Education in the Bolgatanga Central Municipality

The study sought to investigate factors influencing the provision of Early Childhood Education in the Bolga Central Municipality. The study was guided by four research objectives which were to identify parental factors that influence ECE provision, identify school-related factors that influence ECE provision, investigate teacher related factors that influence ECE provision and determine pupil-related factors that influence ECE provision in the Bolga Central Municipality. The study adopted a descriptive survey design. The accessible population for the study comprised 100 ECE teachers in the Municipality. Census sampling technique was used to select the sample population for the study. Questionnaire with close-ended items was used to collect relevant data for the study. Data collected were analyzed using descriptive statistical tools such as frequencies, percentages, mean and standard deviation with the help of Statistical Packages for Social Sciences (SPSS) version 23. It was revealed in the study that, ECE teachers at Municipality believe and perceive parental factors, school-related factors, teacher-related factors and pupils-related factors to play critical roles in the provision of ECE, education of children and in the long run influence the academic performance of children. It was concluded that these factors are critical to the education and development of children as they influence the learning process and academic performance of children in the long run. It was recommended in the study that; the leadership and authorities of the schools in the Municipality should encourage parents to participate and be involved in the education of their wards. Also, the schools should provide the needed materials and create conducive environment for children learning. In-service training should be organized for teachers so as to abreast their knowledge and methodologies of teaching children

Source: UEW
Perceived factors that affect academic performance of early grade learners in Afigya Kwabre North District, Ghana

The study sought to investigate some selected perceived factors that enhance academic performance of early grade learners in the Afigya Kwabre North District, Ghana and it was guided by three research objectives which were to identify parental factors that affect academic performance of children, identify school-related factors and investigate teacher-related factors that affect academic performance of children in the Afigya Kwabre North District. The study adopted a descriptive survey design. The accessible population for the study comprised 100 Early Childhood Education teachers. Census was used to get participants for the study. Questionnaire with closeended items was used to collect relevant data for the study. Data collected were analyzed using descriptive statistical tools such as frequencies, percentages, mean and standard deviation with the help of Statistical Packages for Social Sciences (SPSS) version 23. It was revealed in the study that, ECE teachers in the Afigya Kwabre North District believe and perceived parental factors, school-related factors and perceived teacherrelated factors to play critical roles in the education of children and in the long run affect the academic performance of children. It was concluded that these perceived factors are critical to the education and development of children as they affect the learning process and academic performance of children in the long run. It was recommended in the study that; the leadership and authorities of Basic Schools in the Afigya Kwabre North District should encourage parents to participate and involve in the education of their wards. Also, the school should provide the needed materials and create conducive environment for children learning. In-service training should be organized for teachers so as to abreast their knowledge and methodologies of teaching children.

Source: UEW
Perceived headteachers’ curriculum leadership practices and teachers’ performance in basic schools in Awutu-Senya East Municipality, Ghana

The overarching aim of this study was to assess the effect of head teachers’ curriculum leadership practices on teachers’ performance in public basic schools in Awutu-Senya East Municipality in the Central Region of Ghana. The study employed descriptive survey and a quantitative approach grounded on the positivists’ paradigm to achieve its objectives. The study’s target population was all teachers and headteachers in public basic schools in the Awutu-Senya East Municipality in the Central Region of Ghana. The accessible population was made up of 360 professional teachers and 41 headteachers who had been at post for at least one year. A sample of 401 consisting of 41 headteachers and 360 basic school teachers were drawn from Awutu-Senya East Municipality using census sampling technique and stratified random sampling technique respectively. Closed ended questionnaires were used to collect data for the study. Data was analysed using descriptive statistics (mean and standard deviation) to achieve objectives one and two. Multiple Regression analysis was used to examine the effects of headteachers' curriculum leadership practices on teachers' performance. The findings indicate that the headteachers have played their curriculum leadership roles effectively and efficiently in the Awutu-Senya East Municipality. This is because all the indicators such as Curriculum Development and Instruction, Planning and Preparation of Schemes of Work and Staff Development, Monitoring of Teaching and Learning across the Curriculum, Teacher Professional and Curriculum Development Improvement, Teacher Support and Development have all been adjudged to be very effective. Also, teachers in the Awutu-Senya East were found to have been very efficient in performing their duties. This was evident in the four dimensions of teachers’ performance such as Classroom Management, Students’ Academic Achievement, Teachers’ Instructional Management and Improved Teachers’ Professional and Curriculum Development. Again, headteachers’ curriculum leadership was also found to have statistically significant and positive effect on teachers’ performance. It is thus, recommended to the government of Ghana and other key stakeholders in the educational fraternity to ensure adequate resourcing of the headteachers of public basic schools in a bid to supporting them to continue to deliver on their mandate as curriculum leaders. Institutional arrangements should be revitalized to enhance monitoring of schools and ensure regular training of headteachers in a bid to continually sharpen their curriculum leadership skills.

Source: UEW
The perceived impact of child labour on academic performance of JHS students at Adawso Circuit

The purpose of the study was to investigate the impact of child labour on academic performance of junior high school students in the Adawso circuit of the Akuapem North Municipality of the Eastern Region of Ghana. The objective of the study were to find out the factors that contributes to child labour, find out the effect of child labour on pupils’ academic performance and to identify ways of reducing child labour. Descriptive research design was adopted using the mixed methods approach. Data for the study were collected from 40 students, eight parents, two head teachers, eight teachers and two official from the education office. Data was collected using questionnaires and interview guide. Sixty respondents formed the sample size. Purposive sampling technique was used to select the respondents. The reliability test yielded cronbach alpha of 0.75. The questionnaire data were analysed with descriptive statistics and the interview data were analyzed using thematic analysis. The study found that factors that contributed to child labour were poverty, single parenthood and low level of education of engagement of children in other activities apart from school work and poor concentration in class were some effect of child labour. Enforcement of legislation against child labor and provision of free qualitative but compulsory education at all levels are some ways of mitigating child labour. It is recommended based on the findings that education planners should come up with a cost effective action plan to cater for vulnerable children. Policy makers and organizations concerned with child rights issues focus their attention on domestic labour.

Source: UEW
The perceived impact of head teachers leadership style on the performance of public basic schools in the Anglican cluster of schools of the Kwadaso Municipality

The study was conducted to investigate the perceived impact of the head teachers’ leadership style on the performance of public basic schools in Anglican Cluster of Schools in the Kwadaso Municipality of the Ashanti Region. The objectives of the study were to find out the leadership competencies and expertise of head teachers, determine the leadership styles of head teachers, ascertain the perceived impact of leadership style of head teachers on teachers’ commitment and to determine the perceived effect of the leadership style of head teachers on the school and student’s performance in the Anglican Cluster of Schools. The target population of study was 80 consisting of 6 head teachers, 6 assistant head teachers and 68 teachers. Census technique was used to select all the head teachers, assistant head teachers and teachers for the study. Closed ended questionnaire was used as the data collection instrument for the study. The study found among others that head teachers and their assistants had professional training in educational leadership and human resource management. Also head teachers involved teachers in decision making on academic policies of the school and provided frequent feedback to teachers regarding classroom performance. Head teachers leadership style enabled teachers to complete the syllabus on time. It was recommended based on the findings and conclusions that, the Ghana Education Service and the Municipal Director of Education should insist on the use of leadership styles that influence teachers’ commitment to promote teaching and learning by heads of educational institutions under their care.

Source: UEW
The perceived impact of lateness and absenteeism on students’ performance. The case of Huni Valley senior high school

Students’ absenteeism and lateness has been one of the major factors of poor academic success especially at the second cycle level. In an effort to contribute to addressing this menace, the study sought to examine the causes and effects of absenteeism and lateness on the academic performance of students in the Huni Valley Senior High School. In particular, the study aimed at identifying the major causes of absenteeism and lateness among the students of Huni Valley Senior High School, examining the effects of absenteeism and lateness on the academic performance of the students and developing measures to mitigate the incidence of students’ absenteeism and lateness. The study adopted a case study design with a sample size of 100 respondents. Quota and convenient sampling were employed in selecting respondents. Questionnaire was the instrument for data collection and the field data were analyzed using SPSS and MS Excel. Among the major finding were that sickness, accompanying parents to farm, nursing younger siblings in the absence of the mothers and the fear of punishment were the prime causes of absenteeism in the school. Based on the findings, it is recommended among others that, students should learn to wake up early to avoid lateness; teacher should explore innovative way of dealing with students offences such as counseling rather than the conventional corporal punishment which scare students from school.

Source: UEW
The perceived impact of NGOs in the provision of basic education in the Talensi district the case of World Vision Ghana

Basic education is supposed to lay the foundation for further education and training; to this end, it is necessary that it is of a high quality to achieve its purposes of preparing the young ones for further learning in the future and to equip them with relevant knowledge and skills to enable them function effectively in society. The study examined the impact of World Vision in the provision of basic education in the Talensi District in the upper East Region. The descriptive survey design was used for the study. A total of 35 respondents, comprising 27 head teachers, 6 circuit supervisors, the district director of education and a staff of World Vision, selected through purposive sampling, were used in the study. Closed and open-ended questionnaires were used for the data collection. The data was analysed using frequencies and simple percentage distributions. It was found out that world vision contributes to the provision of borehole and sanitation equipment, conducting in-service training for teachers as well providing teaching and learning materials. The presence of world vision has led to improvement in performance and enrolment compared to previous figures before the intervention. From the study it was recommended to WVG to collaborate with other development partners and GES to extend in-service training for teachers to cover more subject areas. It was also recommended that District Assemblies who have a duty to assist in providing basic education should be proactive.

Source: UEW
The perceived impact of the head teachers’ leadership style on the performance of public basic schools in the Sene West District of the Brong Ahafo Region

The study was conducted to explore the perceived impact of the head teachers’ leadership style on the performance of public basic schools in the Sene West District of the Brong Ahafo Region. The objectives of the study were to find out the leadership styles of head teachers in public basic schools in the Sene West District, ascertain the perceived impact of leadership style of head teachers on teachers’ commitment and to determine the perceived effect of the leadership style of head teachers on the school and student’s performance. A descriptive survey design was used for the study. Closed ended questionnaire was used to collect data for the study. The population for the study was 127 head teachers and teachers. Purposive sampling technique was used to select the 46 head teachers and their assistants while simple random sampling was used to select 81 teachers for the study. The study found among others that, head teachers and their assistants demonstrated democratic leadership style, autocratic leadership style and laissez-faire leadership styles in their various schools. The leadership style of head teachers enabled them to provide frequent feedback to teachers regarding classroom performance and also effectively improved head teacher- teacher relationship to enhance school performance. It is recommended that, the Ministry of Education and the Ghana Education Service should improve on teacher’s motivation to enable them to maximize their teaching and learning capabilities to improve school performance.

Source: UEW
Perceived influence of supervision and monitoring on teaching and learning in basic schools in Krobo Odumase (K.O) cluster of Methodist schools in the ash-town circuit of the Kumasi Metropolis

The study was conducted to investigate the perceived influence of monitoring and supervision on teaching and learning in Basic Schools in the Krobo Odumase (K.O) Methodist cluster of schools of the Kumasi Metropolis. The objectives of the study were to determine the professional skills of supervisors, find out the perceived influence of supervision and monitoring on teaching and learning, identify the challenges of supervisors and to ascertain factors that can promote effective supervision. Descriptive survey design with the quantitative approach was used for the study. The accessible population for the study was 62. Purposive technique was used to select all the 62, consisting of five head teachers, 56 teachers and one circuit supervisor. Questionnaire were used for the study. The researcher sought permission from the Metropolitan Director of Education before conducting the study. The data were analyzed descriptively and presented in tables, frequencies, and percentages. The study found among others that good organizational skills and good decision-making skills were some professional skills of supervision. Moreover, school supervision contributed to continuous professional development of teachers. Also, teachers’ negative attitude towards supervision and usual fault-finding approach to supervision were some of the challenges. Again, regular training of supervisors and provision of adequate logistics and materials, were some factors that promote effective supervision. It is recommended that the Kumasi Metropolitan Directorate of Education should provide supervisors with adequate logistics and material resources to facilitate the work of the supervisor to improve teaching and learning.

Source: UEW
The perceived influence of teacher collegiality and organizational commitment on students academic achievement, the case of Christ the King cluster of schools

The study was conducted to investigate the perceived influence of teachers’ collegiality and organizational commitment on students’ academic achievement in the Christ the King cluster of Basic Schools in the Sunyani Municipality of the Bono Region of Ghana. The objectives of the study were to determine how perceived influence of teachers collegiality affect students’ academic achievement, ascertain how perceived influence of teachers collegiality affect organizational commitment of teachers and to find out the challenges in teacher collegiality in the Christ the King cluster of Basic Schools. A descriptive survey design was used to collect data for the study. The target population was 69, consisting of 6 head teachers and 63 teachers. Census sampling was used to include all the 6 head teachers and 63 teachers in the study. Questionnaire was used to collect data for the study. The reliability test yielded Cronbach alpha of 0.81. The data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS). The study found among others that teacher collegiality promoted cooperation among students and teachers for peaceful co existence and helped students to share ideas on subject area to improve their learning. Also teacher collegiality enabled teachers to maintain good relation with students on academic issues for the success of the school. Again, lack of administrative support and lack of interest in doing things differently were some of the challenges in teacher collegiality. Based on the findings of the study it is recommended that the Municipal Director of Education should insist on the presence of teacher collegiality in all educational institutions under their jurisdiction in order to improve the academic achievement of students as collegial schools are successful schools.

Source: UEW
Perceived leadership challenges facing female head teachers in managing junior high schools at the Atebubu Amanteng municipality

The study was conducted to investigate perceived leadership challenges of female heads in managing Junior High Schools at Atebubu Amanteng Municipality. The objectives of the study were to examine leadership activities conducted by female head teachers, find out the challenges female head teachers face and to identify the strategies that could be adopted by female head teachers to manage the challenges in Junior High Schools at Atebubu Amanteng Municipality. The study used the descriptive research design. The population for the study was all head teachers in the 119 junior high and primary schools at Atebubu Amanteng Municipality. The accessible population was all 40 female head teachers. Purposive sampling technique was used to select 40 female head teachers and the schools. Questionnaire was employed to collect data. The reliability co-efficient achieved was 0.81. The data were analyzed using descriptive statistics. The study found that female head teachers manage financial resources of the school conscientiously, and organized regular staff meetings. Challenges of female head teachers were inadequate financial resources and inadequate material resources. Strategies to manage the challenges were provision of financial support and provision of means of means transport. It is recommended based on the findings that the The Ghana Education Service and the Atebubu Amanteng Municipal education office should organize regular capacity building training programmes on headmasters best leadership activities for even though from the findings majority of the head teachers agreed, a few of them disagreed.

Source: UEW
Perceived roles and challenges facing female head teachers in Junior High Schools in the Kumasi metropolis

In Ghana there is a perception that female head teachers are not well prepared to deal with challenges and issues arising from the complexities of institutional management. This study examined the leadership roles and professional development needs of female headteachers in junior high schools within the Kumasi metropolis. Using the census sampling method, all the 40 female head teachers in the Kumasi metropolis were used for the study. Field data collection was done through the use of open-ended and closedended questionnaire. The findings revealed that female head teachers identified seven tasks as their roles; staff monitoring, administration, resource management, professional leadership, teaching/academics; communication/public relations, and pastoral (nurturing) duties or responsibilities. The findings further revealed that female head teachers view staff monitoring as the number one priority, whereas communication or public relations is viewed as the least priority. It also emerged from the study that female head teachers needed skills in the following areas: better management training, direction and leadership from the educational authorities, mentoring and assistance with appraisal and ICT programmes. Based on the findings of the study, the study concluded that female head teachers of junior high schools in Kumasi metropolis are cognizant of their roles and professional development needs and are active in the acquisition of the skills needed to perform their roles. The study recommends that educational authorities need to organise professional development programmes for female headteachers and school leaders in general to enable them perform their roles effectively and efficiently.

Source: UEW