ghanaopendata/ghanaian-research-english huggingface dataset:
Relationship between headteachers` motivational strategies and teachers` job performance in selected Public Basic Schools in Ablekuma Central Municipality of Ghana

Motivation has been used to encourage teachers as well as to enhance job performance in the public basic schools. Although research on motivation is extensive , few researchers have examined the relationship between headteachers motivational strategies and teachers job performance. The purpose of this study was to determine the relationship between headteachers` motivational strategies and teachers job performance in public basic schools in Ablekuma Central Municipality. The study employed a descriptive survey research design and research instrument employed was questionnaire. The sample consisted of two hundred and twelve (212|) respondents made up of teachers selected from public basic schools. Stratified random sampling and simple random sampling techniques were used to select the respondents. Statistical Product and Service Solutions (SPSS) was used to analyze the quantitative data. Descriptive statistics such as frequencies, mean and standard deviation were used to describe the data whereas correlation and independent samples t – test were used to analyse the inferential statistics. The study revealed that there was positive relationship between headteachers` motivational strategies such as (recognition of job well done, conducive work environment, and relationship with superiors at the work place and in – service- training programmes organized by headteachers) and teachers` job performance. However, out of the four variables tested, the result of the hypotheses revealed that; there was a statistically significant relationship between in service - training and teacher job performance while the independent samples t – test revealed that there was no significant difference in the perception of male and female teachers on the motivational strategies. Based on the findings, the study recommends among others that heads of schools should encourage in- service training, it should be continuous as well as strengthen and explore other motivational strategies that could enhance teachers` job performance in Ablekuma Central Municipality.

Source: UEW
Relationship between hypothalamic neuropeptide y and food intake in the lactating laboratory mouse, mus musculus

The laboratory mouse (strain MF1) was used as a model animal to study the hypothalamic mechanisms underlying food intake in lactating animals. Sixty female mice exposed to 21°C were fed high fat (HF), medium fat (MF) and low fat (LF) diets ad libitum between days 4 and 18 of lactation. Also fifteen (15) non-reproductive females exposed to 21°C but used as controls were fed ad libitum on the same diets (HF, MF; and LF) for 14 days. Fifteen (15) lactating/reproductive females each from HF, MF and LF-fed groups and 5 non-reproductive controls each from HF, MF and LF-fed groups were weighed and killed by CO2 inhalation on day 18 of lactation. Brains from both the reproductive and non-reproductive females were processed for studies on hypothalamic neuropeptides. Results indicated that lactation decreased pro-opiomelanocortin (POMC) and increased neuropeptide Y (NPY) and agouti-related peptide (AgRP) gene expression determined by in situ hybridisation in the hypothalamic arcuate nucleus (ARC). There was no significant change in suppressor of cytokine signalling-3 (SOCS-3) expression (P>0.05) in the ARC during lactation. Activated NPY and AgRP orexigenic pathways and attenuated anorexigenic POMC pathways in the hypothalamus probably promoted the hyperphagia of lactation in the MF1 mice. Since NPY and AgRP increased (P<0.05) while POMC decreased (P>0.05) but SOCS-3 was unchanged probably indicate that the MF1 mice were sensitive to the action of leptin. Keywords: neuropeptide y (NPY), agouti-related peptide (AgRP), pro-opiomelanocortin (POMC), suppressor of cytokine signalling-3 (SOCS-3), leptin.

Source: UEW
The relationship between job components, neighbourhood walkability and African academics' physical activity: a post-COVID-19 context

Research to date suggests that physical activity (PA) among academics is insufficient globally. Academics in many African countries were recently required to resume work while observing social distancing protocols. Physical inactivity (PI) was, therefore, expected to increase in such academics. Interestingly, walkable neighbourhoods are resources that could discourage excessive sitting and PI in this situation. This study, therefore, assessed the moderating role of neighbourhood walkability in the relationship between core job components (i.e. on-site teaching, online teaching, research and student assessment) and PA among academics. The study adopted a cross-sectional design that utilized an online survey hosted by Google Forms to gather data. Participants were volunteer full-time academics in Nigeria, Ghana, Kenya and Tanzania. A total of 1064 surveys were analysed, with a sensitivity analysis utilized to select covariates for the ultimate hierarchical linear regression model. After controlling for the ultimate covariates (e.g. gender, education and income), PA was found to be positively associated with the job component 'research work' but negatively associated with student assessment. Neighbourhood walkability increased the positive relationship of research work with PA and reduced the negative relationship of student assessment with PA. The non-significant negative relationship between 'teaching online' and PA was made positively significant by neighbourhood walkability. We conclude that research as a job component is positively associated with PA, but online teaching is negatively associated with PA among African academics in a post-COVID-19 context. � 2021 The Author(s).

Source: UEW
The relationship between motivational factors and performance of physical education teachers in the Somanya zone of the Eastern Region of Ghana

This study was conducted to determine the relationship between motivational factors and performance of physical education teachers‟ that is the extent to which motivational factors such as opportunities for promotion, provision of incentives, and professional growth would influence the performance of physical education teachers in the Somanya Zone. A quantitative research approach was used for the study. The research techniques used were the descriptive method and the Pearson Product Moment Correlation Coefficient (PPMCC). Two research questions were raised and two hypotheses were tested. The instrument used was structured questionnaire. A sample of 100 trained male and female physical education teachers from the Senior High Schools was drawn by purposive sampling method. Data were gathered through the administration of questionnaire to the sample selected for the study. In all, 100 self administered questionnaires were distributed among the physical education teachers and they returned all completed useable questionnaires for response rate of 100%. The participation in investigation was voluntary and confidentiality of responses was ensured. Data was analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient (PPMCC). The statistical analysis showed that different magnitudes of motivational factors are significantly correlated to high level of performance of physical education teachers that brings about productivity. Frequencies and percentages were used to present data. The findings of the study revealed that opportunities for professional growth, provision of incentives, free accommodation, transportation allowance, regular refresher courses, training workshops, recognition, were significant motivational factors that enhance performance of respondents. The conclusions drawn from this study were that if physical education teachers are well motivated, they would perform well. Some recommendations like workshops and regular in-service training should be organized for physical education teachers in order upgrade theses teachers‟ skills and improve their performance. There is also the need to make sure that physical education teachers are motivated effectively in Ghana.

Source: UEW
Relationship between Parental involvement in Parent Association (PA) and Students’ Academic performance a case Study of Akuapem South

This study explores strategies to enhance parental involvement in Parent Associations (PAs) within schools and examines the impact of such involvement on students' academic performance in the Akuapem South Municipal Assembly. The research addresses challenges faced by parents participating in PAs and aims to identify effective strategies to boost their engagement. Additionally, it investigates the correlation between parental involvement in PAs and students' academic achievements. Employing both positivist and constructivist paradigms, the study utilized a mixed-methods approach with an embedded research design. Data were collected from 418 participants, including PA Chairpersons, Headteachers, parents, and students from four selected schools in the Akuapem South Municipality, through purposive and convenience sampling. Data collection instruments included semi structured interviews and the Basic Education Certificate Examination (BECE) results. Quantitative data were analyzed using multiple regression analysis, while qualitative data were examined through thematic analysis. The findings highlight the crucial role of parental involvement in PA meetings in influencing students' academic performance. A positive correlation was found between the frequency of parental attendance at PA meetings and students' success in the BECE, underscoring the importance of these engagement opportunities for educational outcomes. The study recommends increasing parental awareness of the benefits of attending PA meetings, enhancing transparency regarding financial and project matters, and leveraging social media platforms to facilitate greater parent participation. These measures could improve both the involvement of parents in PAs and the academic performance of students.

Source: UEW
The relationship between parenting styles and academic performances of senior high school students in the Asunafo North Municipality, Ahafo Region

Parents adopt certain styles of parenting based on the dimensions of disciplinary strategies, warmth and nurturance, communication styles and expectations of maturity and control. All these styles have an impact on development of children. This study sought to examine the effects of these parenting styles on the academic performance of students. The design was a cross-sectional survey conducted among students in two Senior High Schools in the Asunafo North Municipality in the Ahafo Region of Ghana. Using multi-stage simple random technique, 322 students were sampled for the study and questionnaires were administered to them. Pearson Chi square and Compared Means tests were used in this study. The results showed a significant relationship between parenting styles and academic performances of students, x 2 (n = 322) = 54.972, df = 6, p = 0.000 (P<0.05). Compared means tests, also, revealed significant differences in academic performances of students as a result of parenting styles and again found authoritative parenting style to be related to high academic performances among students. However, eta or the magnitude of the effect of parenting styles accounting for variations in academic performances of students was weak or small, though positive (0.39, >.20<.40). Despite methodological limitations, the findings of the study provided support to the assertion that parenting styles related to academic performances of students. It was, therefore, proposed tha; adopting authoritative parenting style in single-parenting and intact parenting homes, and consistently enforcing the dimensions of parenting would lead to positive developmental outcomes and high academic performance among students. The study recommended policies to be enacted to create awareness among parents of the impact of their style of parenting and dimensions on their children's academic performance.

Source: UEW
Relationship between perceived parenting styles and self-esteem of senior high school students in Ghana

This study was designed to examine the relationship between perceived parenting styles and self-esteem of three Senior High School students in Ghana. The design used was a cross-sectional survey. A multi-stage random sampling technique was used to select 340 students whose responses to the adapted Morris Rosenberg self-esteem scale instrument and Parental Authority questionnaire. Percentage and correlation were the analytical tools. The result of the study showed that authoritative parenting style was the most predominant parenting style practiced by the parents of the students. There were significant negative relationships between two of the parenting styles and self-esteem: authoritarian and neglectful. And there were no statistical significant relationships found between authoritative and authoritarian parenting styles and self-esteem of the student. Among others it was concluded that parenting styles of the parents related to the self-esteem of the students, and that the more authoritarian, neglectful, or permissive the parents are the more negative the self-esteem of their children may be. It is recommended that school guidance counsellors should educate and encourage parents to apply appropriate proportions of parenting dimensions to ensure that students develop positive self-esteem.

Source: UEW
The relationship between personality type and employee job satisfaction

The purpose of the study was to investigate the relationship between personality types and employee job satisfaction. The specific objectives of the study were to examine; the relationship between agreeableness and employee job satisfaction; the relationship between extroversion and employee job satisfaction; the relationship between neuroticism and employee job satisfaction; the relationship between consciousness and employee job satisfaction and the relationship between openness to experience and employee job satisfaction. The sample size for the research was ninety (90) and the instrument for data collection was a well-designed questionnaire. Data was collected from employees of three service sectors organisations in Kumasi: the health, banking and the educational sector. The study concluded that Neuroticism, Openness and Conscientiousness are three personality types that mostly influence employees’ job satisfaction than any other. It was further concluded that all the big five personality types significantly relate to employee job satisfaction. Based on the findings, the following recommendations were made; organisations should pay critical care and consider prospective employees personality types at the time of hiring so that they can place them at positions where their individual personality characteristics will correlate positively with their job satisfaction. It was also recommended that though the study revealed that all the big five personality dimensions used in the study are significantly related but human resource management must consider try to consider prospective employees who possesses conscientiousness, openness to experience personality types for positions in their organisations since they most significantly related to job satisfaction.

Source: UEW
The relationship between pre-service teachers’ WASSCE results and their academic performance at the Presbyterian College of Education

In line with international best practices, countries across the globe are intensifying their teacher education institutions in order to train world class teachers to feed their schools. It is against this background that this research work tried to find out how robust the admission process at the Presbyterian College of Education, Akropong is. This is because admitting students into the College of Education is the first step in ensuring a sound teacher training program. The correlational design was used for the study and the purposive sampling technique was employed to select the standardized tests scores of 2,097 students’ WASSCE entry results against their Final GPA at the College of Education for the data analysis using SPSS 22.0 version. The results of the analysis proved that those who entered into the College of Education with good grades from the Senior High School exited with good GPAs and the inverse was true. Also on the issue of gender difference in terms of performance, it was revealed that males entered with slightly better results than their female counterparts and the final GPA were in the same manner. Again the average entry grades and the graduating CGPA for the four years were significantly different. However where the gender parity ratio was low, the differences in the male and female CGPA was minimal The researcher therefore recommends that the college must move beyond the normal training and put in measures to ensure that most of the students are able to improve on their performance to be at par with the current demands of a world class teacher. More importantly there should be enough gender sensitive and female- friendly measures to ensure that the gender parity ratio is reduced further so that the females can catch up with the males in terms of academic achievement.

Source: UEW
Relationship Between Students� Home Background and Their Academic Performance: A Case of Some Selected Senior High School Students in Rural Districts in Ashanti Region, Ghana

This study was primarily designed to find out the relationship between students� home background and their academic performance. The study was conducted largely in senior high schools in rural districts in Ashanti Region, Ghana. The study used the ex-post facto correlation design. Multistage sampling technique was used to select 275 senior high school students. Questionnaire was used to collect the data from the respondents. Percentages and correlations were used to analyze the data. The family size was found to be highly correlated with the academic performance of students (coefficient =.711, p value =.002). Parent found it difficult in paying school fees and other levies of their children as a result of parents� income (? =.669, p value =.004) in rural Ghana. The study also revealed that the educational background characteristics of parents had a significant correlation with the academic performance of students (coefficient =.711, p value =.002). Following from the findings, the Government of Ghana (Ministry of Education) should stick to its mandate of ensuring the provision of free quality secondary school education premised on the principle of inclusivity and equity to bridge the gap between the students from rich and poor homes. Such government intervention programs like the free education should favor the poor and low-income families most. � 2020 Trustees of Boston University.

Source: UEW
The relationship between teachers professional qualifications and students academic achievement in the English language, in Saudi Arabia

The objective of the study was to ascertain the type of relationship (if any) existing between English teacher’s professional qualification and student’s academic performance in Jeddah, Saudi Arabia. The sample size of the study for teachers and students was 24 and 68 respectively. These were selected from 10 secondary schools in Jeddah. Simple random sampling method was used to select participants and data analyses involved the use of descriptive statistics (percentages and frequencies) and inferential statistics. The study revealed that most of the English teachers in the selected schools were competent in relation to content knowledge of English as a subject in the secondary schools. Findings also revealed these teachers need to increase their level of familiarity with the students since majority complained that they do not respect their opinions and they do not refer them to relevant authorities within the school for assistance. The study further revealed that teachers’ professional qualification has a strong and positive relationship with students’ academic achievement. Hence, the study recommended that teachers should continually improve their professional qualifications, respect students’ opinion and refer them to the headmaster for academic assistance. Undoubtedly, the study has been very enriching in terms of revealing the assortment of teachers involved in the teaching of English language in the selected schools – professionals beaming with requisite qualifications in ornamenting the language that its sun never sets.

Source: UEW
Relationship between transformational leadership practices of senior high school heads and the motivation levels of teachers the mediating role of gender

The purpose of the study was to investigate the relationship between the transformational leadership practices of senior high school heads as perceived by teachers and the motivation levels of teachers in the Assin South. Additionally, the study explored the mediating role of gender differences in the relationship between transformational leadership practices of the school heads and the motivation levels of the teachers. Correlational Research Design was used for the study. The researcher used the stratified sampling technique to sample one hundred (100) senior high school teachers in the Assin South District. Data were obtained by means of a questionnaire. Pearson Product Moment Coefficient was carried out to determine the relationship between leadership practices of school heads and the self-assessed motivation levels of teachers whiles Baron and Kenny (1986)’s four-step regression method was used to determine the mediating role of teachers’ gender in the relationship between the two variables. The results of the study showed that there is a significant positive relationship between leadership practices of school heads and the self-assessed motivation levels of teachers in the Assin South District and this suggests that leadership practices of school heads influence the motivation levels of teachers. The correlation was shown to be significant at 0.01 showing that the relationship was strong. Again, the results of the study showed that gender does not mediate the relationship between the leadership practices of school heads and teacher motivation levels. Therefore, it was recommended that schools heads should have mutual communication with teachers, help and support them, exhibit behaviours based on justice, equality and honesty, create a strong vision around common objectives, share school-related tasks with employees, and improve their skills and also school leaders/heads need to have adequate knowledge of the principles of transformational leadership and apply them in their daily practices to have the cooperation and support of all school staff.

Source: UEW
The relationship between workplace discrimination and task performance of Administrative Staff in the University Education, Winneba

This study explored the impact of workplace discrimination on employees’ performance. The descriptive survey research design was employed. The convenience sampling technique was employed to select 100 workers sampled from the administrative staff of the University of Education, Winneba. Questionnaire was used as data collection tool. The data was analysed descriptively by using percentages and inferentially by the correlation analysis thus Pearson Product Moment Correlation coefficients. Results revealed that there was statistically significant negative relationship between gender discrimination and employees’ performance, ethnic discrimination and employees’ performance and religion discrimination and employees’ performance. It was found that there was no significant relationship between age discrimination and employees’ performance. It was recommended that Managers should enact workplace policy to reduce discrimination and such policy should be reviewed frequently to ensure that its effectiveness is maintained

Source: UEW