ghanaopendata/ghanaian-research-english huggingface dataset:
Head teachers’ utilisation of ict in management of basic schools in the Sagnarigu Municipality

The purpose of this study was to investigate head teachers’ utilisation of ICT in the management of basic schools in the Sagnarigu municipality in the northern part of Ghana. The study employed quantitative approach and descriptive survey design. The population comprised the head teachers of basic schools in the Sagnarigu municipality. Stratified and simple random sampling techniques were used to select head teachers of primary and junior high schools. Questionnaire was developed to gather data from the respondents. Steps were taken to check the validity and reliability of the research instrument prior to its administration. Pre-testing was conducted and Cronbach reliability co-efficient was used to check the reliability, which was found to be r=0.89. The statistical package used to analyze the data was SPSS version 23. Descriptive and inferential statistics were used to analyse the data to answer the research questions and test the hypotheses respectively. The socio-demographic data of the respondents and the research questions 3 and 4 were analysed using frequencies and percentages. Conversely, mean and standard deviation were used for the analysis of data for the first and second research questions. The hypotheses one and two were tested using correlation and t-test respectively. The finding of the study showed that head teachers have average knowledge and skills in the use of ICT. It also emerged that the level of utilisation of ICT in managing the schools is not high. Again, the study revealed that some factors serve as drawbacks to the head teachers’ usage of ICT in managing their schools. The results also showed statistically significant correlation between head teachers’ knowledge and skills in ICT and level of utilization. Lastly, the study found a statistically significant difference in the male and female head teachers’ knowledge and skills in ICT. It can be concluded that the head teachers in the municipality only make marginal use of ICT in the management of the basic schools. The study therefore recommends that head teachers of the basic schools in the Sagnarigu Municipality should be given training in ICT to enable them incorporate ICT in the administration and management of their schools.

Source: UEW
Head teacher’s challenges of implementing school feeding programme in basic schools at Upper Denkyira East municipal of the Central Region

The study was conducted to investigate the challenges head teachers face in implementing the school feeding programme in basic schools in the Upper Denkyira East Municipal of the Central Region. The objectives of the study were to find out how heads apply the practices involved in the implementation of school feeding programmes, examine the challenges head teachers face in the implementation of the school feeding and to establish strategies to manage the challenges of the implementing of school feeding programme. A case study design was adopted for the study. The target population for this study consisted of head teachers and their assistants in public basic schools in the Upper Denkyira East Municipality. Data were analyzed using thematic analysis. The study revealed that head teachers went to the kitchen to monitor the work of the caterers and also ensured that there were adequate food to be prepared for students. Inadequate money paid to caterers and delays in the payment of caterers were some of the challenges of implementing the school feeding programme. Having a sustainable source of funding for the programme and increased collaboration and partnerships with individuals were some of the strategies to manage the challenges. It is recommended based on the findings that the ministry of education should collaborate with the local government service and private partners in order to supervise the programme properly for improved performance.

Source: UEW
Headmasters challenges of implementing free senior high school policy at Upper Denkyira municipalities in the Central Region

The objectives of the study were to find out how heads implement free Senior High School policy, identify challenges headmasters face in the implementation of the free Senior High School Policy and strategies to improve the policy. Case study design was used for the study. Purposive sampling was used to select fifteen headmasters in fifteen Senior High Schools. Semi-structured interview was the main instrument used to collect data. Data collected were analyzed using thematic analysis. The study showed that the free Senior High School policy lacked clear documented policy to guide heads in the implementation of free senior high school. The study also revealed infrastructure and lack of teaching and learning materials. It was recommended that the government should provide adequate infrastructure and resources to schools to ensure that free Senior High School education runs smoothly without compromising on quality.

Source: UEW
Headmasters organizational justice as a nexus to job performance of teachers in Prempeh College Junior High Schools in Kwadaso Municipality

This research sought to determine the influence of head masters organizational justice on teachers’ job performance in Prempeh senior high schools in Kwadaso Municipality. The targeted population was derived from all of the teachers in the in Prempeh College Junior High schools in Kwadaso Municipality that comprised on 120 teachers, but the response rate was 75 teachers for the quantitative analysis and 10 teachers for the qualitative analysis. The study followed both quantitative and qualitative research approaches executed through questionnaire and interview. The study employed descriptive design. The reliability of the instruments was 0.88 cronbach alpha. The data collected were subjected to statistical analyses using frequency and percentages Pearson Moment Correation and linear regression. Findings indicated that teachers experience moderate level of job performance. Again, it was established that organizational justices jointly influence teachers job performance due to treated fairly and conclusive environment constituent of organizational justice. Lastly, procedural justice highly and positively relates to teachers job performance. Based on these results it is therefore recommended that head teachers should be fair in dealing with teachers to enhance teachers job performance Again, head teachers should always ensure the presence of organizational justice in the workplace so as to create conclusive work environment to improve job performance from the teachers and lastly, head teachers should ensure fairness in the decision making process and also to apply rules consistently and safeguard against any form of bias while dealing with teachers

Source: UEW
Heads challenges of monitoring and evaluating teacher's instruction in public Senior High Schools at Bosomtwe district in the Ashanti region of Ghana

The purpose of the study was to investigate the challenges of senior high schools’ headmasters relative to monitoring and evaluation at the Bosomtwe District in the Ashanti Region of Ghana. The study adopted the qualitative case study approach. The census sampling technique was used to sample all the headmasters of the six senior high schools in the Bosomtwe District. A total of twelve headmasters were selected to participate in the study. An interview guide was used as the main data collection instrument. The study found that monitoring and evaluation remains an essential managerial function critical to improving teaching and learning in senior high schools in the Bosomtwe District of the Ashanti Region. Also, the study observed that the main monitoring and evaluation activities performed by the heads of senior high schools included monitoring, supervising and evaluating teachers and students teaching and learning activities and also guiding curriculum implementation in the schools. Additionally, monitoring and evaluation practices by heads of senior high schools are constrained by inadequate financial resources and teaching and learning materials for effective teaching and learning to take place. Based on the findings it was recommended that government increase the funding allocation to the Ministry of Education to enable the ministry to effectively carry out its mandate of monitoring and evaluating the performance of the sector. Also, the Ministry of Education should ensure that it provides all necessary teaching and learning and materials needed to undertake effective monitoring and evaluation practices in all districts across the country particularly the Bosomtwe District of the Ashanti Region.

Source: UEW
Heads challenges of monitoring and evaluating teacher's instruction in public Senior High Schools at Bosomtwe district in the Ashanti region of Ghana

The purpose of the study was to investigate the challenges of senior high schools’ headmasters relative to monitoring and evaluation at the Bosomtwe District in the Ashanti Region of Ghana. The study adopted the qualitative case study approach. The census sampling technique was used to sample all the headmasters of the six senior high schools in the Bosomtwe District. A total of twelve headmasters were selected to participate in the study. An interview guide was used as the main data collection instrument. The study found that monitoring and evaluation remains an essential managerial function critical to improving teaching and learning in senior high schools in the Bosomtwe District of the Ashanti Region. Also, the study observed that the main monitoring and evaluation activities performed by the heads of senior high schools included monitoring, supervising and evaluating teachers and students teaching and learning activities and also guiding curriculum implementation in the schools. Additionally, monitoring and evaluation practices by heads of senior high schools are constrained by inadequate financial resources and teaching and learning materials for effective teaching and learning to take place. Based on the findings it was recommended that government increase the funding allocation to the Ministry of Education to enable the ministry to effectively carry out its mandate of monitoring and evaluating the performance of the sector. Also, the Ministry of Education should ensure that it provides all necessary teaching and learning and materials needed to undertake effective monitoring and evaluation practices in all districts across the country particularly the Bosomtwe District of the Ashanti Region. University of Education,Winneba http://ir.uew.edu.

Source: UEW
Headteachers challenges of implementing school feeding programme in basic school at the Offinso South Municipality

The purpose of the study was to investigate into the challenges headteachers face in the implementation of the Ghana Schools Feeding Programme in basic schools in the Offinso South Municipality in the Ashanti Region of Ghana. The objectives of the study were to find out practices involved in the implementation of the programme in basic schools, identify challenges associated with the implementation of the programme in basic schools, and to identify strategies to manage the challenges of implementing the Ghana School feeding programme in basic schools at Offinso South Municipality. Descriptive research design using the quantitative approach was adopted for the study. The target population comprised all basic schools and head teachers in the Offinso South Municipality. The accessible population for this study was 100 head teachers at Zone A basic schools in the Offinso South Municipality. Questionnaire was used for the study. Data were analyzed descriptively and presented using frequencies and percentages. The reliability test yielded cronbach alpha of 0.78. The study found that practices involved in implementing the Ghana School feeding programme were availability of independent body to supervise activities of the programme, and provision of adequate food items for the SFP. Challenges associated with the programme were delay in releasing feeding grants, and lack of kitchens and storage facilities. Strategies to manage the challenges of the programme were provision of suitable kitchen and students' canteen and sustainable source of funding, involving community members and local farmers, and increased collaboration and partnerships with individuals, private and international organizations. It is recommended, based on the findings, that the Municipal Directorate of Education and the Ghana school feeding secretariat should make sure there is consistent release of funds for effective implementation of the programme.

Source: UEW
Headteachers’ instructional supervisory styles and teachers’ job performance in public basic schools in Otuam education circuit, Ekumfi district

The purpose of the study was to investigate the kinds of instructional supervisory styles practiced by headteachers in public basic schools in the Otuam Education Circuit, the level of teacher job performance as well as the relationship between instructional supervisory types and teacher job performance. The descriptive survey research design was used to collect quantitative data with the aid of structured questionnaires. Data were collected from 155 participants made up of 24 headteachers and 131 teachers using the census and stratified random sampling techniques respectively. With the aid of the Statistical Package for Service Solution version 26, descriptive (mean, standard deviation) and inferential statistics (t-test, One-way ANOVA and Pearson correlation) were used to analyse the data. The findings revealed that headteachers rated highest on the directive informational supervisory style (M=3.684, SD=1.629), followed by non-directive supervisory style (M=3.203, SD=1.616), collaborative supervisory style (M=3.116, SD=1.707), and directive control supervisory style (M=2.829, SD=1.268). Collectively, all the supervisory styles yielded a mean of 3.208 (SD=1.001) respectively. The study also discovered that the teachers’ level of job performance in relation to management skills was very good (M=3.904, SD=1.558), while their level in terms of teaching skills (M=3.054, SD=1.394), discipline and regularity (M=3.042, SD=1.003), and interpersonal relations (M=2.936, SD=1.264) as well as the overall job performance (M=3.98, SD=0.778) was good. Again, the findings showed that, there was a moderate and statistically significant positive relationship between instructional supervisory style and job performance (r=0.480, p<0.05, two-tailed). Based on these findings, the study recommended that the Ghana Education Service through the Ekumfi Education Directorate should organize in-service training for the headteachers to enable them balance the use of instructional supervisory styles in the schools so as to improve the job performance of the teachers.

Source: UEW
Headteachers’ leadership roles on junior high school integrated science instruction

This study was designed to investigate how junior high school headteachers influenced changes in the science teachers’ instructional practices. The target population consisted of all headteachers, assistant headteachers and science teachers in the 64 public junior high schools in the New Juaben Municipality in the Eastern Region of Ghana. However, the accessible population comprised three headteachers, three assistant headteachers and three science teachers from three public junior high school in the Municipality. Data was collected through semi-structured, in-depth interviews with nine individuals from three public basic schools in the New Juaben Municipality in the Eastern Region. Observations were also undertaken and document analysed to corroborate spoken claims of the participants. Validity of the instruments was fostered through data triangulation, credibility and trustworthiness of the data was ensured through member checking. The main findings included headteachers having limited influence on teacher due to external influences, poor supervision, and inadequate provision of resources. Base on these findings it is recommended that there should be a well enticing reward system to propel headteachers and science teachers to go extra mile in delivering their duties and supervision strengthened.

Source: UEW
Headteachers’ leadership roles on junior high school integrated science instruction

This study was designed to investigate how junior high school headteachers influenced changes in the science teachers‘ instructional practices. The target population consisted of all headteachers, assistant headteachers and science teachers in the 64 public junior high schools in the New Juaben Municipality in the Eastern Region of Ghana. However, the accessible population comprised three headteachers, three assistant headteachers and three science teachers from three public junior high school in the Municipality. Data was collected through semi-structured, in-depth interviews with nine individuals from three public basic schools in the New Juaben Municipality in the Eastern Region. Observations were also undertaken and document analysed to corroborate spoken claims of the participants. Validity of the instruments was fostered through data triangulation, credibility and trustworthiness of the data was ensured through member checking. The main findings included headteachers having limited influence on teacher due to external influences, poor supervision, and inadequate provision of resources. Base on these findings it is recommended that there should be a well enticing reward system to propel headteachers and science teachers to go extra mile in delivering their duties and supervision strengthened.

Source: UEW
Headteachers’ perception of leadership styles in junior high schools at Tanoso circuit in the Techiman Municipality of Bono East Region

The purpose of this study was to investigate headteachers’ perception of leadership styles in junior high schools at Tanoso Circuit in the Techiman Municipality of Bono East Region. The specific objectives of the study were to find out the common leadership styles used by the head teachers, examine headteachers’ perception of leadership styles in junior high schools, and identify the factors that influence the use of leadership styles by headteachers in the selected junior high schools at Tanoso Circuit in the Techiman Municipality. The study employed descriptive survey design. The population for the study comprised headteachers of the public and private junior high schools at Tanoso Circuit in the Techiman Municipality. Purposive sampling technique was used to select 31 headteachers. Questionnaire was the main instrument used. The pilot-test yielded reliability coefficient of 0.82. The data gathered were analyzed using descriptive statistics. The study revealed that headteachers used democratic, autocratic, and laissez-faire leadership style based on the nature of work in the school, level to which a headteacher wishes to maintain control, and type of task assigned to the headteacher. The study found that headteachers’ leadership style boosts teachers morale in the performance of classroom activities, and improve communication with the staff. Conclusion was made that democratic leadership style is the most common leadership styles used by the headteachers’. The study recommended that headteachers of junior high schools in the setting of the study should make use of combination of leadership styles. The application of a particular style should depend on the situation and the issue at stake.

Source: UEW
Headteacher’s administrative practices and quality education delivery at the basic school level in tema west municipality

The government of Ghana has taken steps to ensure the realizations of quality education in the country. However, there is still problems with low quality of education and academic performance. It has been argued that the headteacher is a key person in the administration of a school, whose function is to offer effective managerial leadership towards provision quality of education. This study therefore, sought to examine the extent to which headteacher’s administrative practices affect quality education delivery at the basic school level in Tema West Municipality. The study employed descriptive survey research design and used purposive sampling in selecting headteachers of 125 basic schools in the Tema West Municipality. The study used questionnaires in eliciting the data and based on the regression analysis, the study showed that headteacher’s curriculum instruction implementation, financial management, physical facilities management and HRM practices have significant positive effect on quality education delivery in the Municipality. The study recommended that the headteachers should be aware of the basic curriculum theories in order to adequately influence the determination of instructional goals and objectives. It was also recommended that the headteachers should ensure effective financial management practices in their schools. Also, the headteachers should ensure that the physical structures of the schools are safe, neat, attractive and in good shape for teaching and learning, and that they need to create good conditions in the school for the staff to enjoy their work.

Source: UEW
Health risks associated with pesticides residues in vegetables and soils

Applications of pesticides help to increase agricultural productivity. However, their applications on vegetables can be detrimental to the health of consumers. In view of this, the study was conducted to investigate pesticides residues in soils and vegetables and their associated health risks. Cabbage heads, carrot roots, green pepper fruits and lettuce leaves and soils from the vegetable farms were analysed for organophosphates (OPP), organochlorines (OCP) and synthetic pyrethroids (SPP) pesticides. The Quick, Easy, Cheap, Effective, Rugged and Safe (QuEChERS) mini multi-residue method for extracting multi pesticides residues was used and pesticides levels determined using Gas Chromatography-Mass Spectrometry (GC-MS). Correlation between physicochemical properties of soils and pesticide residues levels were determined. OPPs, OCPs and SPPs occurred in all samples. OPPs levels in soils ranged from 0.016 ± 0.01 to 0.059 ± 0.007 mg/kg. OCPs levels in soils ranged from 0.013 ± 0.006 to 0.052 ± 0.002 mg/kg whilst that of SPPs ranged from 0.022 ± 0.005 to 0.074 ± 0.039 mg/kg. Pesticides levels in vegetables ranged from 0.002 ± 0.001 to 0.042 ± 0.004 mg/kg (OPPs), 0.002 ± 0.001 to 0.059 ± 0.002 mg/kg (OCPs) and 0.003±0.001 to 0.064 ± 0.008 mg/kg (SPPs). However, levels of some of the OPPs (Diazinon, Pirimiphos, and Dimethoate), OCPs (Aldrin, Beta Endosulfan, and Dieldrin) were above MRLs sanctioned by USEPA and European Union. The high levels of the pesticides detected indicate that vegetables were contaminated based on the USEPA and EU acceptable maximum residue limits. OPPs (Diazinon, Pirimiphos, Malathion and Dimethoate) and OCPs (Aldrin, Beta Endosulfan, Dieldrin, P‘P‘ DDE and Methoxychlor) detected in soils and the vegetables are banned for use or not registered for use by USEPA and European Union or Ghana EPA. Positive correlations existed between pH, H+, exchangeable cations, clay, moisture contents, organic carbon, bulk density, and total nitrogen, available phosphorus of soils and pesticides levels in vegetables. Thus, soil properties influenced the distributions and levels of pesticides in vegetables. The HQs and HIs of pesticides were below 1. However, continuous consumption of the vegetables could lead to development of certain health risks in consumers due to bioaccumulation in tissues. It is recommended that farmers should be educated on prpper handling and use of approved pesticides and should be educated on negative health issues linked to pesticides application.

Source: UEW