ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers leadership styles as a correlation of students class participation in basic schools at Ga Central Municipality of Greater Accra Region

Leadership styles teachers‟ exhibit within their classrooms cannot be over emphasised in teaching and learning because it has both negative and positive effects on students‟ participation in the classroom. The study therefore, explored teachers‟ leadership styles as a correlation of students‟ class participation in basic schools at Ga Central Municipality. The cross-sectional survey design was adopted for the study. The population comprised all Junior High School teachers and students at Ga Central Municipality with the target and accessible population comprising all public Junior High School teachers and students in the five selected Junior High Schools. Multistage sampling techniques were employed to select one hundred and fifty (150) participants for the study comprising 50 teachers and 100 students. Instrument used for data collection was a structured questionnaire. By submitting the questionnaire to the researcher‟s supervisor for scrutiny, content validity of the instrument was ascertained. Through test-retest method, Chronbach‟s alpha reliability coefficient of 0.78 was obtained. Data collected were analysed employing frequency counts, percentages and pie- charts. The results showed that most of the teachers (78%) employed democratic leadership style in schools. However 72% of the students were of the view that, the teachers adopted autocratic leadership style thus affecting their performance. In addition, it was unleashed by both parties that conducive classroom is crucial for effective classroom interaction. Finally, both parties established a negative impact of leadership styles on classroom participation with regard to exhibiting cold attitudes towards classroom participation circumstances which affect their performance. It was recommended that, school authorities should encourage teachers to adopt innovative ways to ensure full participation of students in classroom activities whereas teachers should therefore adopt different leadership styles to deal with students in and outside the classroom to ensure full participation of students.

Source: UEW
Teachers participation in decision making in selected senior high schools in Kumawu district of the Ashanti Region

The purpose of the study was to assess teachers’ participation in decision making in selected Senior High Schools in the Kumawu District of the Ashanti Region. The objectives of the study were to establish the extent to which teachers are involved in decision-making in the Senior High Schools in the Kumawu District, determine the areas of decision making teachers are involved in Senior High School, and to ascertain the impact of teachers’ participation in decision-making on teachers morale. Descriptive research design was used for the study. The sample size of the study was 152, sampled through purposive sampling. Closed ended questionnaire was used to collect data for the study. The data were processed using the Statistical Package for Social Sciences (SPSS) software package version 20.0. The reliability test yielded Cronbach Alpha of 0.87. The data were analyzed using descriptive statistics and presented in tables using frequencies and percentages to answer the research question. It was found out that the extent to which teachers are involved in decision-making were determining students’ rights and welfare among others. The study also found out that the areas of decision making teachers were involved in were that school heads worked collaboratively with teachers to plan school budget and income generation activities, among others. The study again found out that the impact of teachers’ participation in decision-making on teacher’s morale were that teachers felt respected and empowered and also increased teachers’ willingness to implement decisions in class. It is recommended for the District Education Directorate to ensure that to make it compulsory for heads of educational institutions to involve teachers in decisions that affect them to enhance the success of the school.

Source: UEW
Teachers participation in decision making process in the Ashanti Region

The main objective of the study was to investigate the areas teachers are involved in decision making in Junior High School at Bosomtwe District in the Ashanti Region. The study employed descriptive survey design. The population for the study comprised teachers of the public and private junior high schools at Bosomtwe District. Purposive sampling techniques was used to select 160 teachers. Questionnaire was the main instrument used. The data gathered were analysed using descriptive statistics. The study revealed that teachers are involved in project planning, formulating school plans, and decisions concerning the use of school facilities. The finding showed that the autocratic leadership style of school heads and busy schedule of teachers are the factors affecting teachers participating in decision making. It was discovered that sharing responsibility with the teachers establishing good interpersonal relationship with teachers are the major strategies to enhance teacher participation in school decision making process. Conclusion was made that teachers are less involved at certain areas in school decision making process in JHS at Bosomtwe District. It was recommended that teachers should be given more opportunities to come together and share different ideas and experiences with school administration.

Source: UEW
Teachers participation in decision-making process of senior high schools in Krachi East Municipality, Oti region of Ghana

The study aimed to unravel teachers’ participation in decision-making process of Senior High Schools in the Krachi East Municipality, Oti Region. The study was guided by the positivist paradigm with a descriptive survey design. A sample of 121 out of a population of 174, selected through simple random sampling procedure, was used for the study. The data were gathered with self-administered questionnaires and analysed using frequencies, percentages, means and standard deviations. The study established low teacher participation in decision-making process of the schools under the study. Also, the study revealed that, teachers rarely participate in decisions on areas such as managerial, school-related activities and policies of the schools but that of curriculum and instruction was found to be high. Lack of transparency, bureaucratic structures and lack of clarity on the part of school leaders were some of the identified factors affecting teachers’ participation in decision making and leaders of the schools do not make the environment conducive for teachers to participate in decisions of the schools. The conclusion is that, teachers were often left out in the decision making process of the schools under the study. The study, therefore, recommended the establishment of structures that could facilitate better teacher participation in decision making process of senior high schools in the Krachi East Municipality. A further study on why teachers are often left out in budget and finance decisions of schools is suggested.

Source: UEW
Teachers perception of the influence of leadership behaviours of school heads to the performance of some selected public and private junior high school students in Tafo sub – metro in Kumasi metropolis

The purpose of this study was to find out the leadership behaviours of school heads of public and private junior high school head teachers in Tafo Sub Metro in Kumasi Metropolis and its impact of the students academic performance. The sample for the study consisted of 120 teachers comprising of 60 from public schools and 60 from private schools, together with 9 public school head masters and other 9 private school head masters. Questionnaire in the form of likert format ranging from strongly disagree (1) to strongly agree (4) was used to collect data. The reliability estimates for teachers was 0.85 and that of the head masters was 0.78. The methodological inquiry was quantitative research approach using descriptive cross-sectional design which included the following statistical analyses: mean and standard deviation were used to answer the research questions. Findings indicated that whiles teachers in private schools agreed that their head masters employed human relations in managing their schools, their counterparts in public schools disagreed. Again, whiles head masters in the private schools agreed that they employ instructional leadership their counterparts in public schools disagreed; both teachers and head masters in public and private schools noted that building trust or involving teachers in decision making influence the students’ academic orientation. Based on the findings, it was recommended that government should make conscious effort to improve the leadership behavious of head masters in public school by running in-service training of leadership behaviours for them and also school heads should make deliberate efforts to involve all teachers in decision making process to make them have a sense of ownership of schools and to improve the students’ academic orientations.

Source: UEW
Teachers perception towards children with disabilities in inclusive education in the Ahanta West Municipality

The researcher observed that, teachers do not feel that they are prepared or competent to teach both regular learners and learners with special educational needs. The main reason is that they did not have sufficient training to deal with these inclusive educational activities (Hay, Asten, Mills, Kumar, Pawlby, & Sharp, 2001). These findings are consistent with those which underline the fact that teachers who have an opened perception over the inclusion are more confident in their own abilities to implement the inclusive education (Buell, Hallam, Gamel-McCormick, & Scheer, 1999). The design employed for the study was a cross-sectional survey because the focus of the study was to gain insight into the teachers' perceptions towards children with disabilities in inclusive education in the Ahanta West Municipality. According to Spector (2019), cross-sectional survey research involves the collection of data in order to test hypothesis or answer research questions concerning the current status of the subject of study. Surveys can, he states, be useful for gathering facts in order to establish important and useful information for the educational purposes. One factor that Clough and Lindsay (1991) consistently found to be associated with more positive perceptions is the availability of support services at the classroom and the school levels (Clough & Lindsay, 1991). Here, support could be seen as both physical (resources, teaching materials, IT equipment, a restructured physical environment) and human (learning support assistants, special teachers, speech therapists) (Clough & Lindsay, 1991). This study has attempted to assess teachers’ perceptions towards inclusion and identify the factors that influence these perceptions. The success of inclusion or organised placement of children with disabilities in mainstream classrooms largely depends on teachers’ perceptions towards students with Special Education Needs (SEN) and their knowledge on how to properly educate them. In this study the general perceptions of inclusion were not very encouraging; teachers appear to recognise the value and benefits associated with inclusive practice in mainstream classrooms. The study did report significant barriers to successful inclusion; the most common concern being inadequate training in inclusive practice.

Source: UEW
Teachers perceptions on performance appraisal system in Junior High Schools at Asokore Mampong municipality

The main objective of the study was to investigate the performance appraisal practices and teachers perceptions at Junior High Schools in Asokore Mampong Municipality. This study employed descriptive survey research design. The population comprised private and public teachers at Junior High Schools in Asokore Mampong Municipality. Purposive sampling was used to select 160 teachers. Questionnaire was used to gather data from the respondents. The pilot-test yielded a reliability coefficient of 0.711. The data gathered were analyzed using descriptive statistics. The finding revealed that heads organized in-service training for the teachers, encourage teachers whose performance are below expectation, conducts follow-up visits after appraisal, inform teachers of the purpose of the appraising performance and meet teachers to discuss report from the appraisal system. The study showed teachers perceived appraisal systems as an effective tool to ensure effective communication, helps to identify teachers strength and weaknesses, and is not for promotion. It appeared from the study that teachers should be informed of the purpose of appraising, heads should invite teachers and discuss report with teachers, and performance appraisal reports should be reliable and useful for providing feedback to improve teacher performance. Conclusion was made that strategies need to employed in order to improve teachers participation and effectiveness of performance appraisal process. It was recommended that teacher must have clear understanding of the appraisal system. Everyone needs to understand the goals of the performance appraisal process. Without understanding, the process will be fraught with confusion and mistrust.

Source: UEW
Teachers perceptions on the influence of motivation on their work performance in some selected senior high schools in the Tamale metropolis

This research sought to investigate the influence of senior high school teachers' motivation on their work performance. The study also explored the techniques used by head teachers to motivate teachers to improve their work performance. The target population for this study comprised all teachers in the four selected senior high schools in the study area that consisted of total population of 505. Out of 505 teachers, 149 of them were randomly selected to participate in the study. Even with this sample selected, 125 representing 83.9% participated in the study. The study was conducted with quantitative research approach executed through questionnaires. The study employed descriptive cross-sectional design. The reliability of the overall instrument was 0.80 Cronbach alpha. The data collected were subjected to statistical analyses using frequencies, percentages and mean. Findings indicated that the factor that highly influences motivation of senior high school teachers in the Tamale Metropolis was teachers’ relations with their colleagues. Again, the level of motivation of senior high school teachers in the Tamale Metropolis study was at low level. Based on these findings, it was recommended that head masters should cooperate with teachers to establish effective teacher - teacher relationship. Again, motivation of teachers should be considered as a major driving force by head masters to foster good teacher job performance.

Source: UEW
Teachers preceptions on the influence of motivation on their work performance in some selected senior high schools in the Tamale Metropolis

This research sought to investigate the influence of senior high school teachers' motivation on their work performance. The study also explored the techniques used by head teachers to motivate teachers to improve their work performance. The target population for this study comprised all teachers in the four selected senior high schools in the study area that consisted of total population of 505. Out of 505 teachers, 149 of them were randomly selected to participate in the study. Even with this sample selected, 125 representing 83.9% participated in the study. The study was conducted with quantitative research approach executed through questionnaires. The study employed descriptive cross-sectional design. The reliability of the overall instrument was 0.80 Cronbach alpha. The data collected were subjected to statistical analyses using frequencies, percentages and mean. Findings indicated that the factor that highly influences motivation of senior high school teachers in the Tamale Metropolis was teachers’ relations with their colleagues. Again, the level of motivation of senior high school teachers in the Tamale Metropolis study was at low level. Based on these findings, it was recommended that head masters should cooperate with teachers to establish effective teacher - teacher relationship. Again, motivation of teachers should be considered as a major driving force by head masters to foster good teacher job performance.

Source: UEW
Teachers roles in inclusion of deaf learners in mainstream classroom in Offinso Municipality, Ashanti Region

The purpose of the study was to find out teachers’ role in the inclusion of deaf learners in the mainstream inclusive classroom in Offinso municipality in Ashanti region of Ghana. Eighty teachers participated in the study. Simple random sampling was used.. Data was collected and analysed through the use descriptive statistics such as frequencies and percentages. The findings revealed there were inadequate roles of teachers to deaf learners, there were no involvement of parents of learners , frequent feedback to deaf learners were not given, supplementary learning materials were not provided and no support from stake-holders were challenges to the teachers.. However, with the appropriate role of teachers to deaf learners teaching and learning is made easy and systematic and ultimately improves academic performance. The findings also showed that teachers break classes to smaller groups to suite deaf learners. Recommendations were made in light of the findings and this indicated among others: teachers should attend workshops on roles and how to manage deaf learners in the mainstream inclusive classroom, there should be collaboration between teachers, parents and stakeholders. Teachers should give short and brief instructional task while still attaining learning objectives

Source: UEW
Teachers Understanding of Early Childhood Curriculum: Are Trained Teachers Better?

This study addressed early childhood educators; teachers’ understanding and roles in curriculum development and implementation in early childhood programs. In all, 97 teachers from three districts in northern Ghana participated in the study. Two research questions guided the study. The data generated were subjected to descriptive statistics and analysis of variance. The study found among others, that trained teachers were neutral on both questions, whiles untrained teachers disagreed. This perception was consistent with the associated literature. The findings revealed the need for a total re-orientation of the educational program for teachers and a call for partnership between teachers and curriculum developers in the curriculum process. Keywords: Early Childhood Education, Ghana, West Gonja, Curriculum.

Source: UEW
Teachers use of instructional technologies in basic schools at Afigya Kwabre district of Ashanti Region

The purpose of the study was to investigate rationale behind the resort to the use of instructional technologies in the classroom by teachers in the Afigya Kwabre District. The objectives of the study were to find out how frequent teachers use instructional technologies in basic schools of the Afigya Kwabre district, determine the reasons for non-usage of instructional technologies in basic schools of the Afigya Kwabre district and to ascertain the factors that influence the use of instructional technologies in basic schools. A descriptive survey design with structured questionnaire was used for the study. The sampled population of the study was 100 teachers, who were sampled with simple random sampling technique. Among the findings were that the most frequently used instructional technology in teaching in Afigya Kwabre District is chalkboard. The study further revealed that overhead projector and videos were not frequently used in the district. Teachers do not use overhead projector because it is not available. Teachers in the district occasionally used flip chart. Also administrative support is a very important factor influencing the use of instructional technology in teaching. Based on the findings, it is recommended that training and workshop officers in Ghana Education Service should organize training on the usage of technologies like overhead projector, computer, videos and local resources.

Source: UEW
Teachers' competencies in teaching learners with hearing difficulties in Sekyere South District, Ghana

This study investigated teachers’ competencies in teaching learners with hearing difficulties in the Sekyere South District of Ghana. In this case study, 16 teachers were purposively sampled, and data were collected from them using a self-constructed interview guide. One-on -one interviews were conducted for all the participants and the data were coded and analysed using themes that were generated from the data. Results of the study revealed that although teachers use cooperation instructional, elaboration and teacher motivational strategies to teach learners with hearing difficulties, they did not use other equally good strategies such as storytelling, think pair-share and demonstration strategies. Again, the results indicate that teachers used total communication in teaching. Additionally, the teachers said that they required differentiated and constructivist pedagogies in order to teach learners with hearing difficulties effectively in mainstream schools. The study recommended that the Ghana Education Service should run in-service training courses in total communication for teachers to ensure successful learning outcomes. Additionally, authorities in universities and colleges of education should run programs to educate teachers to be competent in differentiated and constructivist pedagogies to enable them to teach effectively. Finally, teachers should ensure that there is proper seating arrangement and positive teacher–child relationship in the classroom. The study concludes that pedagogical skills as well as skills in clear and accessible communication could be useful in ensuring better learning outcomes among learners with hearing difficulties.

Source: UEW
Teachers’ absenteeism and pupils’ academic performance the case of some selected public basic schools at Bosomtwe district of Ghana

The purpose of the study was to investigate the effect of teachers’ absenteeism on pupils’ academic performance at the Bosomtwe District of Ghana. This study was guided by four research objectives. The study used a quantitative approach with a descriptive survey design. Close and open-ended questionnaire was used to solicit for data from 200 respondents. The researcher resorted to purposive sampling and simple random sampling. Purposive sampling was used in selecting 5 headteachers and sample random sampling was then used in recruiting 195 teachers out of 230. Data was analysed using frequency and percentage tables. The study revealed that schools within the Bosomtwe district face a higher rate of teacher’s absenteeism as teachers often absent themselves form school. The prevalence reasons were teacher’s responding to personal emergency, national and social reasons and the subject’s teachers teach in their various schools. Additionally, the study showed that the causes of teacher’s absenteeism were poor remuneration, furthering studies on distance learning and side business/job. Notwithstanding, the study confirmed that teacher’s absenteeism affected pupil’s academic performance as teacher’s absenteeism has led to inadequate coverage of syllabus. The study also showed that more male teachers absent themselves from school than female teachers. The study the recommended that there should be an increment in teacher’s remunerations and there should be attendance records for teachers in order to enforce rigorous disciplines among teachers. Lastly, institution offering long distance programmes should readjust their academic calendar to a time where teachers are on vacations.

Source: UEW