ghanaopendata/ghanaian-research-english huggingface dataset:
Le role des confidents dans le cid (1637) de Pierre Corneille

Lorsqu'on s'intéresse aux personnages d'une œuvre littéraire, on a coutume de se focaliser sur les personnages principaux, et parfois même exclusivement sur les héros. Cela s'explique par le fait que l'intrigue même met en exergue ces personnages autour desquels il se construit, et dont il donne plus de détails qu'en ce qui concerne les personnages secondaires ou jugés comme tels. Une relecture du Cid de Pierre Corneille signale un revirement stylistique visant à privilégier le rôle des personnages secondaires. Ce présent article focalise donc sur le rôle crucial que jouent ces personnages secondaires dans la réussite du héros classique du XVIIe siècle. Il analyse la place des confidents aussi appelés gouvernants dans Le Cid de Pierre Corneille. En procédant par une analyse thématique de Le Cid l'article insiste que la désignation du confident a évolué avec son rôle à travers les siècles, de l'antiquité jusqu'au XVIIe siècle; et surtout chez Corneille, il y avait une évolution systématique de la nomenclature ce qui coincide avec le rôle que jouent les confidents. L'article conclut qu'à l'encontre de la dramaturgie précédant le XVIIe siècle Corneille a revalorisé le rôle des confidents, ce qui constitue la spécificité de son esthétique. Mots clés: dramaturgie, héros, personnages, protagoniste, confidents, porte-parole.

Source: UEW
Leadership challenges facing headteachers in basic schools at Garu district of the Upper East Region, Ghana.

The purpose of the study was to investigate leadership challenges head teachers face in basic schools in the Garu District of the Upper East Region of Ghana. The objectives of the study were to find out leadership roles of head teachers, determine leadership challenges of head teachers and to establish strategies that can be employed to manage the challenges head teachers face in Basic Schools. The researcher adopted the descriptive survey design . The population was 43 head teachers. Census technique was used to involve all the basic schools and all the 43 head teachers. Questionnaire was used for the study. The reliability test yielded Cronbach Alpha of 0.84. The data were analysed using descriptive statistics such as frequencies and percentages based on the research questions. The study found that leadership roles head teachers played were making sure physical facilities and educational materials were provided and organizing regular staff meetings and attending conferences. Also, lack of sufficient knowledge and skills on effective school leadership and inadequate incentives and rewards systems were challenges associated with head teachers leadership. Again, provision of adequate teaching and learning materials and provision of professional training and development were some strategies to manage head teachers leadership challenges. It is recommended based on the findings that the Garu District education office should inspire head teachers to adopt the strategies revealed by the study to manage the challenges associated with head teachers’ leadership.

Source: UEW
Leadership challenges female head teachers face in basic schools at Kwabre East Municipality in the Ashanti Region

The purpose of the study was to investigate leadership challenges female head teachers’ face in Basic Schools at Kwabre East Municipality in the Ashanti Region. The objectives of the study were to examine leadership roles female head teachers perform, find out the challenges female head teachers’ face in managing basic schools and to identify strategies to manage the challenges associated with female head teachers’ leadership in Basic Schools at Kwabre East Municipality. Descriptive survey design with quantitative approach was used for the study. The target population for the study was all head teachers. The accessible population was 36 female head teachers and assistants. Census sampling technique was used to select all 36 female head teachers and assistants for the study. Structured questionnaire was used to collect data for the study. The reliability test yielded cronbach alpha of 0.82. The data were analysed using descriptive statistics such as frequencies and percentages. The study found among others that female heads supervised curriculum, instruction and appraisal in order to achieve the goals of the school and ensured the availability and adequacy of teaching and learning materials. Also, cultural beliefs on the role of females and differences in career path of females and males were challenges associated with female heads’ leadership roles. Again, provision of continuous professional development, availability of sufficient teaching and learning resources, and institution of incentives and rewards systems were some strategies that could be adopted to manage the challenges. The Municipal Directorate of Education should encourage the use of the strategies that could be adopted to manage challenges as revealed by the study to minimize if not to avert the challenges to facilitate female leadership.

Source: UEW
Leadership experiences of women academic heads of departments in the second cycle institutions in the Kumasi Metropolis

The issue of leadership has being a major concern to any surviving institution. Thus the progress and success of every institution is highly depends on the kind of quality leadership styles put in place. This study sought to investigate women HODs leadership experienced in the second cycle institutions in the Kumasi metropolis. The study employed the use of descriptive method of research. A sample size of 60 was used for the study and this was carried out using purposive sampling technique based on a population of 132 women HODs. Descriptive and inferential statistics were used for the data analysis. The study found that women attain their positions through their family‘s support, involvement in managerial duties, employment, equity, qualifications and through recommendations. The female HOD lead by example and values University of Education,Winneba https://ir.uew.edu.gh 11 integrity and persistence. Women HODs in the second cycle institutions use the kind of leadership styles that may seem fit for them in handling situations based on a given circumstance. It is recommended that women aspiring to as well as those already in leadership and management positions plan early for career advancement and involve themselves in managerial work to gain experience. Training programmes should be organised for women HODs to enhance and build their capacity towards their assigned tasks. .

Source: UEW
Leadership instability and its consequences. The case of Klo Agogo Senior High School.

The rationale underpinning the study was frequent leadership change, which has the potency to disrupt the school’s progress as stability in leadership is very critical to school development. However, in Klo-Agogo Senior High School, persistent leadership instability has been the norm to the extent that the school experienced nine different leadership in a decade. This interpretive qualitative case-study enquiry was conducted to explore stakeholders' thoughts, feelings, and actions to gain deeper in-depth contextual knowledge of the leadership instability phenomenon. Face-to-face interview was conducted with twenty (20) participants sampled purposively for the study supported with documentary evidence to increase the study's trustworthiness. Thematic analysis was employed for the data analyses. The findings unearthed lack of induction, orientation, and coaching services for heads, novice heads, community interference, and poor accommodation as the major causes of leadership instability in the school. Whereas, head retention practices include; induction and orientation service for newly appointed heads, orientation for the community to know the limit to roles as stakeholders of the school, befitting accommodation for the head and staff, and good community-school relationship establishment. The study recommends school support initiative orientation for all stakeholders to help maintain top talented heads in the school. Stable head leadership must be ensured in schools to increase teacher productivity, augment student achievement gains, improve school outcomes, and have positive externalities to the community as a whole to enhance national development

Source: UEW
Leadership practices of heads of senior high schools in the Kumasi Metropolis

The purpose of this study was to assess the leadership practices of heads of senior high schools in the Kumasi Metropolis. The objectives of the study were to investigate leadership practices commonly exhibited by heads of public schools, find out the perception of heads of senior high schools regarding their leadership roles, examine the challenges associated with leadership roles and to assess strategies that could be adopted to improve leadership practices in senior high schools in the Kumasi metropolis. The research design for the study was descriptive survey. The target population was senior high school teachers in the Kumasi metropolis. The accessible population comprised eighty (80) teachers. Purposive sampling technique was adopted to select the participants for the study. Questionnaire was the instrument used for the study. Data collected were analyzed using descriptive statistics such as frequencies and percentages. The reliability test yielded Cronbach Alpha of 0.76. The study found among others that most heads do not set a personal example of what they expect from others. Heads of schools focus on academic performance of their schools do not focus on sports development as well as infrastructure. Effective accommodation and in-service training of newly recruited teachers were challenges in leadership practices. It is recommended based on the findings that heads of senior high schools should set personal example of what they expect from others. Also heads should assist teachers to go for workshops, refreshers courses and in-service training as well as appointing accomplished tutors into leadership position in the school to help improve leadership practices of heads of senior high schools.

Source: UEW
Leadership stories of head teachers in Nhyieaso sub-metro of Kumasi

The study retrieved some leadership stories of Head teachers in Basic Schools of Nhyiaeso Sub-Metro of Kumasi. In particular it identified the leadership practices of Head teachers from their story narratives. The research draws on the practice of the head teachers in relation to their social roles, social environment and school. The literature review was grounded on the responses of the participants. As a qualitative study the researcher conveniently sampled six participants for interview and qualitative analysis. The analyses compared and contrasted the various similarities and differences in the behaviours of the sampled head teachers on how their practices reflected leadership for learning as a backbone of education and leadership practices as exemplary leaders. This study concluded that leaders’ stories should be documented, recognised and to serve as inspiration to followers and successors in the Ghana Education Services. Some of the discoveries included limited understanding of the concept and benefits of leadership stories in leadership practices with which head teachers could capitalize to enhance their leadership. It was therefore recommended that leaders must be refreshed and enlightened on the importance of their own leadership stories through in-service training program. Again it was recommended that a further study in the field of Adulthood and Leadership be encouraged. Secondly individuals who have achieved and successful in leadership were recommended to be celebrated by the public

Source: UEW
Leadership style of head teachers of early childhood centres and its influence on teaching in the Bolgatanga Municipality

The main purpose of this study was to explore the Leadership Style of Head Teachers of Early Childhood Centres and Its Influence on Teacher Performance in the Bolgatanga Municipality. The research design for the study was a descriptive survey. The positivism paradigm was considered for this study for the reason that it advocates for the use of quantitative methods. The target population for this study was 217 classroom teachers and 59 Head teachers of public kindergarten schools in the Bolgatanga Municipality. The sample size for the study was 112 classroom teachers and 59 head teachers Structured Questionnaires were used to collect data for the study. Descriptive statistics such as frequencies and percentages were employed to analyse the data and presented using tables and figures. The study revealed in some cases, the Head teachers combine different leadership styles as revealed by the respondents. The results from the majority of the teachers revealed that the Leadership Styles of Head teachers often influence Teaching. However, some of the teachers stated otherwise, according to them the Leadership Styles of Head teachers, in general, do not have any influence on Teaching. The study further discovered that the Head teachers are not able to utilize their leadership styles to effectively ensure the following i.e. to Ensure high morale among staff, attract, develop and appraise the staff; Monitor, evaluate and report the achievements against the set standards; ensure that Teaching is play-based and child-centred; employs instructional strategies appropriate for mixed ability multilingual and multi-age classes; Identifies and remediates learners’ difficulties or misconceptions, referring to learners whose needs lie outside the competency of the teacher.

Source: UEW
Leadership styles of basic headteachers and its’ effects on students’ performance A case study at Ahafo Ano South West District

The general low academic performance in Junior High Schools have been attributed to teachers’ inability to perform their functions well and head teachers’ lack of good leadership among others (Osei, 2006; Akyeampong, 2010; Oduro, Dachi & Fertig, 2008).The study sought to find out how leadership styles of Head Teachers in Junior high schools in the Ahafo Ano South West influence teacher performance. A quantitative research approach involving Systematic random sampling, semi structured interviews and questionnaire were adopted for the study, with a sample size of 113 Head Teachers/Teachers deduced from GES district data for participating schools, and was determined by Krejcie and Morgan’s sample size calculation table. The data was analysed with SPSS version 21.6. The study explored that, teachers, school environmental, parents and the pupils were primarily responsible for the low academic achievement in schools. The instrument used was five point Likert scale questionnaire, ranging from very strongly agree (5) to strongly disagree (1). A total of 113 teaching staff responses were tabulated and put into frequencies, percentages, rank ordering and analysed. Pearson correlation analysis was employed to examine relationships between staff performance and the various leadership styles. The study established that, teachers believe that for a head teacher to perform his function very well he/she needs to have further training in educational administration among others. The study established that, the dominant leadership style exhibited by head teachers as seen by teachers is the delegating style followed closely by the democratic style. The study also found a significant and positive relationship between teacher performance and both the delegating and autocratic leadership styles of head teachers. The study recommends that, authorities should ensure that those being appointed as head teachers have training in educational administration among others. Leadership training should be conducted for head teachers so as to learn how to combine all the various leadership styles for maximum performance.

Source: UEW
The leadership styles of head teachers and their influence on academic performance, a case study of selected private basic schools in the Asawase sub-metro in Ashanti region

This study was designed to investigate the leadership styles of head teachers and their influence on academic performance of some selected private schools in the AsawaseSub Metro in the Ashanti Region of Ghana. Data were collected through questionnaires. A total of 200 basic school teachers, head teachers and pupils were used for the study. The data were analysed using descriptive statistics.The focus of the research was to assess the impact of the various leadership styles by head teachers in their quest to ensure that their schools attain the needed academic results.The results of the study revealed that with respect to the leadership style practiced by head teachers, when head teachers blend the leadership styles, it produces a positive effect on academic performance but when they are practiced in isolation the effect of the leadership style is nullified by situational factors and group characteristics. Therefore for head teachers to see the influence of their leadership they must practice the various leadership styles on the whole but not in isolation. Teachers’ input and students’ efforts were also the only situational variables that were seen to have a significant moderating effect on achievement of high academic performance hence, if these group characteristics are monitored they will produce the best of academic performances for schools.

Source: UEW
Leadership styles of head teachers and their perceived impact on academic performance at basic school in the Bosomtwi district.

The general low academic performance in Basic Schools have been attributed to teachers’ inability to perform their functions well and head teachers’ lack of good leadership among others (Osei, 2006; Akyeampong, 2010; Oduro, Dachi & Fertig, 2008). The study sought to find out how leadership styles of Head teachers in Junior high schools in the Bosomtwi district influence teacher performance. The instrument used was the questionnaire and responses were indicated on a five point Likert scale ranging from very strongly agree (5) to strongly disagree (1). A total of 141 members of teaching staff from the four Government Junior High schools in the Bosomtwi municipality were the respondents. The responses were tabulated and the data were put into frequencies, percentages, rank ordering and analysed. Pearson correlation analysis was employed to examine relationships between staff performance and the various leadership styles. The study established that teachers believe that for a head teacher to perform his function very well he/she needs to have further training in educational administration among others. The study established that the dominant leadership style exhibited by head teachers as seen by teachers is the delegating style followed closely by the democratic style. The study also found a significant and positive relationship between teacher performance and both the delegating and autocratic leadership styles of head teachers. The study recommends that authorities should ensure that those being appointed as head teachers have training in educational administration among others. Leadership training should be conducted for head teachers so as to learn how to combine all the various leadership styles for maximum performance.

Source: UEW
The leadership styles of heads of public basic school and their effects on performance in basic schools in the West Mamprusi District

The purpose of` the study was to explore the leadership styles of head teachers and its perceived effects on performance in basic schools in the West Mamprusi District. The objectives of the study were to find out the leadership styles of head teachers in public basic schools, establish the perceived effect of the leadership style of heads of schools on school performance and to determine the causes of leadership failure in public basic schools. The study adopted descriptive survey design and used a questionnaire to collect quantitative data. The target population for the study was all head teachers and assistant head teachers in the Mamprusi West District. All the 64 head teachers and their assistants in the West Mamprusi District participated in the study. The study found, among others, that the head teachers displayed democratic and laissez-faire leadership styles by including teachers in decision making all the time and involving teachers in making academic policies for the school, gave full mandate to staff to make academic decisions without interference and also gave staff the freedom to do anything in the best interest of the school respectively. The head teachers’ leadership style promoted interpersonal relationship between head teacher and teachers and inspired teachers to improve upon their instructional capabilities. It is recommended based on the findings that the Ministry of Education should collaborate with the Ghana Education Service to organize regular training workshops on leadership styles that promote teaching and learning.

Source: UEW
Leadership styles of school administrators of senior high schools and its effects on academic performance in the Kumasi Metropolis

The study investigated the leadership styles of school administrators of senior high schools and its effects on academic performance in the Kumasi Metropolis. Among the issues studied included the roles heads play the practices they employ to improve students’ academic performance, the relationship between school administrators’ leadership styles and students’ academic performance and differences in leadership styles used by low and high performing Senior High School heads within the Kumasi Metropolis. The study was a cross sectional survey and was based on the use of questionnaires. Primary and secondary data were also used. In selecting respondents, the researcher employed convenience and simple random techniques to select 200 respondents, 150 students and 50 teachers from selected senior high schools in the Kumasi Metropolis. The study revealed that heads play and employ several roles to help improve academic performance of students. These include showing high levels of support and concern, inspires students and teachers to do their best, use persuasive and influential tactics to accomplish academic goals. The study revealed that there was no significant association between the leadership style of heads and the academic performance of students. It was revealed that the most dominant leadership styles of high ranking senior school was transformational leadership, followed by democratic and autocratic leadership styles. Among low ranking senior high schools the most dominant leadership style were laissez-faire, democratic and autocratic leadership styles. Among the recommendations were that heads should be trained on leadership styles. Ghana Education Service should organize workshops and training programmes for heads on leadership from time to time.

Source: UEW