http://41.74.91.244:8080/handle/123456789/15 2026-06-23T23:04:55Z 2026-06-23T23:04:55Z Buabeng, B http://41.74.91.244:8080/handle/123456789/5312 2026-06-23T14:37:11Z 2025-02-01T00:00:00Z

Exploring the causes, effects, and coping strategies among adolescents living with HIVAIDS in the New Juaben South Municipality, Ghana. Buabeng, B ABSTRACT The study sought to explore the causes, effects and coping strategies among adolescents living with HIV/AIDS in the New Juaben South Municipality. A qualitative research design was adopted for the study. A purposive sampling method was used to select a sample of 13 participants for the study. A self-developed interview guide was used to collect data for the study. Thematic analysis was used after verbatim responses were transcribed and themes were used for the data analysis. The study found that misinformation about HIV transmission fuels stigma among adolescents, leading to confusion, judgment, and emotional distress due to their . HIV/AIDS status. Many wrongly associate HIV with promiscuity or unsafe behavior, even when infections occur through birth. Also, it was realised that participants experienced emotional stress. The study revealed that victims of HIV/AIDS sought counselling services as a coping strategy. It was, therefore, recommended that to prevent perinatal transmission of HIV/AIDS, lactating mothers who are HIV positive should stop breastfeeding their babies and resort to the use of complementary foods. A dissertation in the Department of Counselling Psychology, Faculty of Educational Studies, submitted to the School of Graduate Studies in the partial fulfilment of the requirements for the award of Master of Philosophy (Counselling Psychology) in the University of Education, Winneba FEBRUARY, 2025

2025-02-01T00:00:00Z Sewoekpor, E. http://41.74.91.244:8080/handle/123456789/5311 2026-06-23T14:15:14Z 2025-06-01T00:00:00Z

Exploring the career progression of women in the Sefwi Wiawso Municipal Assembly Sewoekpor, E. This qualitative case study investigates women’s career progression within the Sefwi Wiawso Municipal Assembly, guided by three research questions: (1) What are the lived experiences of female employees regarding their career progression? (2) What institutional, personal, and socio-cultural factors influence their advancement? and (3) What strategies do they propose to enhance career progression opportunities? The study is grounded in Max Weber’s Theory of Bureaucracy, Resilience Theory and Career Motivation Theory. The study initially adopted a census approach targeting all 37 females permanent staff. However, data collection concluded at 25 participants when thematic saturation was reached, as no new insights were emerging. Data were generated through 12 semi-structured interviews and 4 focus group discussions, with the Human Resource Officer serving as a key informant. The data were analysed using thematic analysis. Findings reveal persistent experiences of delayed promotion, limited upward mobility, and perceived lack of transparency in evaluation processes. Institutional barriers including weak enforcement of merit-based promotion systems, bureaucratic delays, and informal power dynamics combine with socio-cultural pressures, particularly the tension between family responsibilities and career advancement, to constrain women’s progression. Despite relatively high educational attainment among participants, promotion rates remain below 5%, indicating structural stagnation. Participants proposed institutional reforms, including strict enforcement of Local Government Service promotion guidelines, targeted leadership training through the Institute of Local Government Studies and the formal integration of structured mentorship into performance appraisal systems. The study concludes that sustainable progress requires institutional accountability rather than reliance on individual resilience alone. Specifically, the researcher recommends leveraging the newly established University of Local Government and Development (ULGD) for specialized degree-level certifications to bridge identified technical skills gaps. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025

2025-06-01T00:00:00Z Darkoh, A. http://41.74.91.244:8080/handle/123456789/5310 2026-06-23T14:11:05Z 2024-06-01T00:00:00Z

Exploring selected educational stakeholders’ perceptions of female pupils’ dropout in Gomoa Central District Darkoh, A. School dropout in rural areas leads to low educational attainment, which in turn limits economic opportunities and hinders socio-economic development. When individuals lack essential education and skills, their ability to access better livelihoods is reduced, negatively impacting individual prospects and broader community welfare and economic growth. This study explored selected educational stakeholders’ perceptions of female pupils’ dropout in the Gomoa Central District. It adopted an explanatory sequential design and involved 329 participants. Data were analyzed using descriptive statistics and thematic analysis. The findings show that female pupils’ dropout in the Gomoa Central District is mainly driven by several key issues. These include boredom, overcrowded classrooms, inadequate facilities, harsh punishments, poor teacherstudent relationships, and lack of guidance and counseling, as identified by participants. Teachers and headteachers emphasized unsafe and overcrowded school environments, while parents highlighted poor communication with schools, unsafe surroundings, and limited community support. Weak parental engagement, poor supervision, teenage pregnancy, financial constraints, household duties, and long distances to school also contributed significantly to dropout among girls. The findings further indicate that improving teacher-student relationships, providing adequate counseling services, strengthening parental involvement, and enhancing school infrastructure can help reduce dropout rates. Financial support, scholarships, and community education on the importance of girls’ education were also identified as essential. Dropout among female pupils results from the combined effects of socio-economic and psychosocial factors. Addressing these challenges requires coordinated action by schools, families, and policymakers to create supportive and inclusive learning environments. The government and stakeholders must prioritize positive teacher-student relationships, promote parental involvement, and invest in school facilities and resources to reduce student disengagement. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024

2024-06-01T00:00:00Z Mensah, M.F. http://41.74.91.244:8080/handle/123456789/5309 2026-06-23T14:07:00Z 2024-08-01T00:00:00Z

Exploring pedagogical content knowledge for teacher preparation a study of social studies tutors in selected colleges of education Mensah, M.F. The purpose of the study was to explore how the Social Studies tutors in the Colleges of Education perceive, enact and adapt pedagogical content knowledge (PCK) to prepare teachers. This study sits in interpretivism philosophy and employed a qualitative research approach with its data collection and analysis. The study employed a case study design. Fifteen Social Studies tutors were selected from five Colleges of Education affiliated with the University of Cape Coast through multi staged sampling techniques. Fifteen Social Studies tutors were observed and interviewed. The data were analysed using inductive thematic approach. Findings revealed that Social Studies tutors adopted a variety of pedagogical approaches such as inquiry-based learning and differentiated instruction techniques to cater for varying needs. Furthermore, the study found that tutors demonstrated pedagogical content knowledge by integrating content knowledge with pedagogical skills, supported by digital tools, collaborative instruction, assessment with feedback, and insights from developmental psychology. However, tutors did not demonstrate adequate knowledge of teacher trainees’ misconceptions and learning difficulties. Also, Social Studies tutors faced challenges in applying PCK, including inadequate teaching resources, insufficient contact hours and large class sizes. The study concluded that Social Studies tutors demonstrated strong pedagogical skills aligned with Lev Vygotsky’s sociocultural theory by fostering collaborative, contextually situated learning environments. The study further concluded that the challenges Social Studies tutors face in applying PCK are rooted in limited teaching resources, inadequate instructional hours and large class sizes, underscoring a persistent gap between theoretical ideals of teacher education and realities of classroom practice. The study recommended that Social Studies tutors continue to explore and adopt modern pedagogical approaches, blending them with content knowledge in their teaching. It is also recommended that the Ministry of Education, the University of Cape Coast as the mentoring university, and Colleges of Education management should make efforts to resource college libraries with required textbooks, reading materials, globes, charts, maps and other physical resources needed for the effective application of PCK in Social Studies lessons delivery. A Thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) DEPARTMENT OF SOCIAL STUDIES EDUCATION, FACULTY OF LIBERAL AND SOCIAL SCIENCES EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2024

2024-08-01T00:00:00Z