http://41.74.91.244:8080/handle/123456789/742 2026-04-26T01:02:11Z http://41.74.91.244:8080/handle/123456789/5197 Kindergarten teachers’ attitude towards the use of play-based pedagogy in Sagnerigu Municipality of the Northern Region Oyebisi, V The purpose of this study was to explore how kindergarten teachers in the Sagnerigu Municipality use play-based methods in teaching numeracy to young learners. The researcher adopted the quantitative research approach. Descriptive survey research design was adopted. The target population for this study consisted of all kindergarten teachers in Sagnerigu Municipal in the Northern Region, with a Population of 270 teachers, Krejcie and Morgan sampling techniques was used to sample 159 respondents for the study, the instrument used was a structured questionnaire. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. The study revealed that the availability of material resources to support play-based pedagogy in Sagnerigu Municipality is limited. Many kindergarten teachers reported insufficient access to age-appropriate play materials, such as educational toys, learning aids, and outdoor play equipment. As a result, teachers often resorted to using locally made or improvised materials, which may not fully align with the pedagogical objectives of play-based learning. The findings revealed that most kindergarten teachers in Sagnerigu Municipality had not received formal training on play-based pedagogy. While some teachers had attended brief workshops or in-service training, the majority reported a lack of specialized training on how to effectively integrate play into the curriculum. The study highlighted several critical factors influencing the implementation of play-based pedagogy in Sagnerigu Municipality. The findings revealed that while material resources and teacher training are limited, there is a strong need for more support in these areas. Teachers face various challenges, including overcrowded classrooms, limited time for play, and a lack of community support. However, strategies such as increasing access to resources, providing targeted professional development, and fostering collaboration among teachers were identified as essential for improving the implementation of play-based learning. Addressing these issues will be crucial for enhancing the quality of early childhood education in the municipality. The study recommended that Headteachers work closely with the GES to secure funding and resources for play-based activities, such as toys, educational games, and outdoor play equipment. Additionally, the Ministry of Education should prioritize the allocation of materials specifically designed for play-based learning in the early childhood education sector. It is recommended that the GES and the Ministry of Education invest in continuous professional development for kindergarten teachers in the Sagnerigu Municipality, focusing specifically on play-based pedagogy A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Science in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5187 Assessment practices of kindergarten teachers in the Awutu Senya East Municipality Beniwinde, G The purpose of the study was to explore kindergarten teachers' assessment practices in the Awutu Senya East Municipality. This was a qualitative study underpinned by interpretive philosophical thought. Out of the 56 kindergarten teachers, 12 teachers comprising 6 urban and 6 rural kindergarten teachers were involved in the study. Data for the study was gathered through observation and semi-structured–interview guide which was thematically analysed. The study found, among others Kindergarten teachers implemented assessment practices such as observation, portfolio building, checklists, and technology assessment in various ways; These assessment practices employed by kindergarten teachers were found to effectively impact students' cognitive and psychomotor skills. There was effective implementation of assessment practices like observation, technology and portfolio. However, it was revealed that, KG teachers assign tests to learners as a means of assessment, which is inappropriate. Additionally, it was shown that teachers were ignorant of various assessment practices, such as anecdotal records, rating scales, and running records. Also, kindergarten teachers faced challenges such as absenteeism, large class sizes, lack of parental commitment due to financial constraints, parental ignorance about assessment practices, lack of space for playing grounds for urban schools, noise from commercial centers in the urban schools and the time-consuming nature of the process. Base on the results the study recommends that stakeholders such as teachers, school authorities, civil society groups, etc. should advocate for improvements in infrastructure and allocation of resources to address challenges such as large class sizes, absenteeism, and lack of parental commitment due to financial constraints. A Thesis in the Department of Early Childhood Education, Faculty of Educational Studies submitted to the school of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba FEBRUARY, 2026 2026-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5172 Parental engagement in local cultural activities in schools within the context of early childhood settings in the Atebubu-Amantin Municipality Solomon, A.K. The purpose of this study was to evaluate parental engagement in local cultural activities in schools within the context of early childhood settings in the Atebubu-Amantin Municipality. The study was guided by the Interpretivist paradigm. The research approach for the study was the qualitative approach. The design employed in this study was an exploratory case study design. Purposive sampling was used to select 6 educators for the interview and convenient sampling was used to select 6 parents for interview, semistructured interview guide was adopted as the research instrument. The data was analysed using thematic approach. The study revealed that while parents in the Atebubu-Amantin Municipality generally value school cultural activities as platforms for promoting cultural heritage and community cohesion, some view them as secondary to academics, that affect their involvement; parental engagement strengthens cultural knowledge, identity, and relationships within the school community, but challenges like time constraints, financial limitations, and cultural disconnection hindered participation; therefore, schools should improve communication, offer flexible participation options, design inclusive activities, and provide support through workshops and partnerships to encourage broader parental involvement. The study concluded that parents in the Atebubu-Amantin Municipality generally hold positive views of school cultural activities. The study recommended that schools should raise awareness on the values and educational benefits of cultural activities, offer flexible engagement opportunities for parent A Thesis in the department of early childhood education, Faculty of applied behavioural sciences in education, submitted to the school of graduate studies in partial fulfilment of the requirements for the award of the degree of master of philosophy (Early Childhood Education) in the University of Education, Winneba FEBRUARY, 2025 2025-02-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5160 Leadership styles of headteachers and teacher job satisfaction in early childhood centres within the Effutu Municipality Adooh, B.E. The purpose of this study was to examine the leadership styles employed by headteachers in Early Childhood Centres (ECCs) within the Effutu Municipality and their influence on teacher job satisfaction. The study considered Theory X and Theory Y, Cognitive Resource Theory and Path-Goal Theory to be the theoretical framework to guide it. Positivism paradigm was considered for this study for the reason that it advocates for the use of quantitative methods. The research design selected for this study was descriptive survey research. The Effutu Municipality served as the study area. The population for this study was all the Early Childhood teachers including heads of various Early Childhood Centers in the Effutu Municipality. With a total of 175 Early Childhood teachers, including 27 head teachers and 148 classroom teachers, employing census sampling allowed for the collection of data from every individual in the population. The main instrument used for data collection was structured questionnaire. Descriptive statistics comprising frequencies and percentages were employed to describe and summarize the results from the questionnaires. The study found out that Teachers overwhelmingly perceive their headteachers' leadership styles as positively influencing their job satisfaction. While most headteachers valued feedback and professional growth, slight variability in responses suggests opportunities for further development in continuous learning and self-improvement. Staffing issues, including inadequate and ineffective teachers, were also not universally problematic but remain critical concerns in some schools. Poor staff relationships and morale, absenteeism, and inter-teacher conflicts were viewed as minor challenges by most respondents. Based on the findings of this research, the recommendations that follow have been enumerated; Headteachers should undergo tailored leadership development programs focusing on stress management, conflict resolution, and interpersonal relationship-building. Again, headteachers receive mentorship and periodic evaluations from school supervisors or educational leadership consultants. Educational policymakers and training organizations design ongoing professional development workshops. Stakeholders should implement initiatives such as delegation of non-instructional tasks to administrative staff, parental engagement workshops, and training in budget planning and resource allocation. A Thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba APRIL, 2025 2025-04-01T00:00:00Z