http://41.74.91.244:8080/handle/123456789/743 2026-05-16T19:26:42Z 2026-05-16T19:26:42Z Baidoo, A. http://41.74.91.244:8080/handle/123456789/5237 2026-05-13T10:32:00Z 2024-12-01T00:00:00Z

Effects of educational resource deprivation on basic education delivery in Wassa Amenfi East Municipality (2) Baidoo, A. This study examined the effects of deprivation on the quality of basic education delivery in the Wassa Amenfi East Municipality. The research was anchored on the Input- Process-Output (IPO) Theory and Human Capital Theory. Employing a quantitative approach and a descriptive survey design, the study targeted a population of 381 teachers across 37 schools in four selected circuits. A sample size of 196 respondents was determined using the Yamane (1967) formula, with participants selected through proportionate stratified and simple random sampling techniques. Data were collected using a close-ended questionnaire on a 4-point Likert scale and analyzed with IBM SPSS (v.27) and Microsoft Excel (2021) using frequencies, means, standard deviations, and Pearson Correlation. The findings revealed that public basic schools in the municipality are significantly deprived in terms of infrastructure, teacher availability, and teaching-learning materials. While these deprivation levels had a marginal impact on individual teacher delivery, the study found a strong negative correlation between deprivation and student outcomes; specifically, as deprivation increases, both academic performance and pupil attendance rates significantly decrease. It was concluded that while teachers remain resilient, the physical and material deprivation of schools creates a barrier to student success that requires urgent policy intervention to ensure equitable education delivery, Consequently, it is recommended that the Ghana Education Service (GES) should provide targeted grants for infrastructure in deprived areas and implement continuous professional development to sustain teacher motivation. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) Department of Educational Administration and Managemen School of Education and Life-Long Learning UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024

2024-12-01T00:00:00Z Mensah, I.A http://41.74.91.244:8080/handle/123456789/5235 2026-05-13T10:17:16Z 2025-05-01T00:00:00Z

Effectiveness of School Management Committees (SMCS) in improving governance of basic public schools in Ekumfi District Mensah, I.A This study evaluated the effectiveness of School Management Committees (SMCs) in enhancing governance of basic public schools in the Ekumfi District of Ghana. The research aimed at assessing SMCs' roles in resource mobilization, infrastructure maintenance, and community participation, as well as their impact on teacher job satisfaction. Utilizing a quantitative research approach with a positivist view of research paradigm, descriptive survey design was used. Data were collected from 140 respondents across 20 public basic schools through structured questionnaires. The findings indicated that SMCs are moderately effective in mobilizing resources, particularly through community engagement and partnerships with NGOs. However, challenges persisted in securing technological resources and ensuring transparency in financial reporting. The study also revealed that SMCs significantly contributed to the maintenance of school facilities, with monitoring and prioritization of maintenance tasks being key strengths. There was a strong positive correlation relationship between community participation and teacher job satisfaction, highlighting the importance of inclusive governance in fostering a supportive work environment for teachers. The study concluded that while SMCs play a vital role in school governance, their effectiveness was hindered by systemic limitations, necessitating targeted interventions for capacity building and resource allocation. Recommendations included establishing continuous training programmes for SMC members by the district education directorate and enhancing community involvement in school management to improve educational outcomes. A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025

2025-05-01T00:00:00Z Adu, E.K. http://41.74.91.244:8080/handle/123456789/5204 2026-05-04T11:40:52Z 2025-09-01T00:00:00Z

An exploration of socio-academic experiences of Heads of Departments in Senior High Schools in Krachi-West Municipality, Oti Region of Ghana Adu, E.K. The brain behind this thesis was to explore the socio-academic experiences of Academic Heads of Departments (AHoDs) of the two schools. These schools are in the Krachi West Municipality, specifically located in Oti Region of Ghana. The following research questions were designed and used for the study: a) What measures do HoDs employ to ensure the timely submission of Lesson Notes by teachers in Kete Krachi Senior High Technical and Krachi Senior High School in Krachi West Municipality? b) How do HoDs of the schools ensure prompt submission of students' Assessment Records? c) How does inter-department relationships enhance the performance of HoDs in Senior High Schools in Krachi West Municipality? d) How do HoDs relate with managements of the Senior High Schools in promoting effective teaching and learning? An interpretivist phenomenological study design was employed by the investigator with exploration to determine the socio-academic experiences of Academic Heads of Department. Purpose sampling techniques were used for the sampling. The researcher used semi-structured interviews to elicit information from HoDs regarding their socio-academic experiences. The researcher intentionally chose twelve Heads of Departments that comprised the sample size for the study. The data was gathered by face-to-face interview which was followed by inductive analysis that unearthed the Academic Heads of Departments‟ socioacademic experiences. The study discovered that some Heads of Departments combined teaching with supervision and monitoring, which makes them overburdened. Some teachers, realizing that they are older than their Head of Department HoDs find it very difficult to take instruction from them. It was also discovered that Professional Learning Communities PLC sessions held at the schools by HoDs support teachers to perform their duties diligently. HoDs frequent contacts with teachers to remind them of meeting the deadlines for submitting students Report Card has remedied the delays in the submission of such records. In summary, regular staff meetings, Professional Development, and In-Service Training foster collaboration, improved instructional practices, and promoted a culture of continuous learning. These encouraged peer support, sharing of ideas, teamwork that culminated in teacher effectiveness and students‟ outcomes thesis submitted to the School of Graduate Studies in partial Fulfilment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) Department of Educational Administration and Management School of Education and Life-Long Learning SEPTEMBER, 2025

2025-09-01T00:00:00Z Appiah, M. http://41.74.91.244:8080/handle/123456789/5203 2026-05-04T11:35:46Z 2025-06-01T00:00:00Z

An exploration into the provision of refugee education at Fetentaa refugee camp in the Bono Region, Ghana Appiah, M. This study explored the educational programmes at Fetentaa refugee camp and looked into some possible challenges associated with the provision of such refugee education at Fetentaa refugee camp in the Bono region of Ghana and suggested ways to improve upon the challenges encountered in the provision of quality and holistic refugee education. The study employed a phenomenological design and qualitative research approach, using semi-structured interviews with three refugee students and seven refugee teachers, three parents and two refugee board members. Thematic analysis was used to identify patterns and themes in the data. The findings revealed that the education received by refugees at Fetentaa refugee camp is inadequate in terms of relevance and language of instruction. The study further uncovered the various challenges encountered by refugees such as trauma and psychosocial needs, funding constraints, infrastructural and logistical challenges in the provision of refugee education at Fetentaa. Further, the study highlighted the importance of social and cultural integration in terms of teachers’ and host country’s sensitivity to the culture of refugees, sports and fun, and digital literacy in refugee education. The study concluded that a more comprehensive and inclusive education programme is needed; one that addresses the refugees' needs and promotes social cohesion and self-sufficiency. The study recommended that policymakers, educators, and humanitarian organizations working with refugees should prioritize the development of a more comprehensive and inclusive education programme. A thesis in the department of Educational Administration and Management, School of Education and Life-long Learning submitted to the School of Graduate Studies, in partial fulfillment Of the requirements for the award of Master of Philosophy (Educational Administration) In the University of Education, Winneba Department of Educational Administration and Management School of Education and Life-long Learning JUNE, 2025

2025-06-01T00:00:00Z