http://41.74.91.244:8080/handle/123456789/638 Sat, 30 May 2026 08:53:38 GMT 2026-05-30T08:53:38Z http://41.74.91.244:8080/handle/123456789/5218 Chieftaincy succession disputes in Awutu Senya implications for social cohesion and community development Pennie, G.K Chieftaincy succession disputes pose significant challenges to traditional governance, social cohesion, and community development. This study explored the chieftaincy succession conflict between the Twedan and Anona clans in Awutu Senya, examining its causes, political dimensions, and implications for social and developmental outcomes. Using qualitative research through exploratory case study design, data were collected through in-depth interviews with sub-chiefs, politicians, community members, and opinion leaders, as well as through document analysis. Thematic analysis was employed to identify patterns and themes within the data. The findings revealed that the dispute is rooted in ambiguous succession practices, historical grievances, and leadership failures, compounded by disrupted enstoolment rituals. Political alignments, with the Twedan clan associated with the National Democratic Congress (NDC) and the Anona clan with the New Patriotic Party (NPP), have intensified the conflict, transforming it into a broader socio-political struggle. The dispute has significantly fragmented social cohesion, eroded trust, and stalled community development, with rival factions obstructing initiatives perceived as benefiting opposing groups. The study concluded that there is an urgent need to depoliticize traditional governance, restore ritual practices, and strengthen leadership accountability to mitigate these conflicts. The study‘s recommendations included codifying succession guidelines, fostering neutral mediation, and implementing inclusive development frameworks. The study also emphasized the importance of integrating traditional and modern governance to resolve such disputes effectively. A Thesis submitted to the School of Graduate Studies in partial Fulfilment of the requirements for the award of the degree of Master of Philosophy (Conflict, Human Rights, and Peace Studies) Centre for Conflicts Human Rights and Peace Studies Faculty of Social Sciences Education NOVEMBER, 2025 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5218 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5214 Balancing motherhood and educational leadership experience of mothers in educational leadership in the Agona West Municipality Tetteh, P.M. This study examines the experiences of mothers in educational leadership within the Agona West Municipality, with a focus on understanding how they navigate the intersection of professional leadership responsibilities and motherhood. Guided by Role Conflict Theory and employing a qualitative phenomenological research design, the study captured the lived experiences of 15 mother-leaders selected through purposive sampling. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed that mothers in educational leadership faced persistent role conflict, emotional strain, and feelings of guilt stemming from competing demands of work and family. Participants highlighted challenges such as time pressure, limited institutional support, and societal expectations that reinforce traditional gender roles. Despite these barriers, the women employed coping strategies including time management, delegation, reliance on support networks, and self-care practices to sustain both roles. The study further revealed that institutional support systems were insufficient and primarily informal, with participants calling for improved flexibility, maternity-friendly policies, and organizational reforms tailored to working mothers. The study concludes that balancing leadership and motherhood is shaped not only by personal efforts but also by broader institutional and socio-cultural structures. It recommends context-specific measures such as policy reforms, leadership development programs, mentorship structures, and family-friendly workplace practices to support mother-leaders in the municipality. The study contributes to the limited body of literature on women’s leadership in Ghana and provides policy-relevant insights for educational stakeholders at the district level. A thesis in the Department of Social Studies Education, Faculty of Social Sciences Education, submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Education (Social Studies Education) in the University of Education, Winneba MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5214 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5213 Assessment of partisanship on democracy and democratic norms in Ghana Brobbey, R. This thesis set out to assess partisanship effects on democracy and democratic norms in Ghana. Grounded in agonistic theory of democracy, examines how partisanship influences core democratic norms in Ghana—namely, political participation, civic accountability, electoral behaviour, and institutional trust. Using a survey design approach, the study operationalizes “appreciation of partisanship” through attitudinal measures and behavioural indicators. Data were analysed with cross-tabulations and chi-square tests to assess associations between partisan identity and each democratic norm. Key findings reveal that most Ghanaians—partisans and independents alike—define politics primarily as government decision-making, yet strongly favour including independent voices in policy debates. While electoral turnout is driven by civic duty rather than party loyalty, partisans exhibit higher vote loyalty even as one-third report conditional swing-voting. Over 75 percent accept election outcomes unconditionally, and the majority view petitions as legitimate tests of justice. Both groups engage robustly in civic activities—contacting officials and critiquing policy—but attend demonstrations infrequently. Partisans criticize government more often, though active citizenship does not require party attachment. Trust in the courts (over election petitions) and the Electoral Commission remains high, especially among independents. Crucially, large majorities agree that partisan conflict fuels violence at the polling station, in communities, and within households, while deterring broader participation and fostering out-group disregard. The thesis concludes that partisanship in Ghana is a double-edged sword. It energizes political engagement and accountability yet reinforces polarization, undermines inclusion, and escalates conflict. Recommendations include institutionalized bipartisan forums, targeted civic-education for swing-voter stability, transparent adjudication of electoral disputes, real-time accountability tools, and cross-party liaison structures to foster mutual respect and sustain democratic resilience. A Thesis in the Department of Political Science Education, Faculty of Social Sciences, submitted to the school of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Political Science) in the University of Education, Winneba JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5213 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5210 Assessing the implementation of the 2021 social studies curriculum in Junior High Schools at the Nkoranza South Municipality Oppong, C.K.M. The purpose of this study was to explore how Junior High School Social Studies teachers implement the new 2021 Standards-Based Social Studies programme in attainment of its expected learning outcomes. This study assessed the implementation of the 2021 Social Studies Curriculum in Junior High Schools at the Nkoranza South municipality. The philosophical position adopted was pragmatism, which emphasizes on the practical application of knowledge to achieve desired outcomes. Mixed method research approach was employed, with an explanatory sequential design, that explored the alignment between the curriculum and classroom practices. The study population consisted of 133 Social Studies teachers within the Nkoranza South Municipality. The sample size utilized was the entire population, employing a census and purposive sampling techniques. Data collection instruments included questionnaires, observation, and interview. Data analysis was conducted using SPSS for quantitative data and thematic analysis for qualitative data. Key findings from the study indicated that teachers demonstrated a moderate level of implementation of the new 2021 Social Studies Curriculum. There were huge challenges particularly with very limited instructional resources, inadequate professional development opportunities, and poor alignment between the curriculum and assessment methods. Based on the findings, it was therefore recommended that the Municipal Director of Education in collaboration with the School Improvement Support Officers (SISOs) as well as School Administrators (Headteachers) within the Nkoranza South Municipality should ensure continuous provision and improvement of instructional resources, provision of proper infrastructure, training programmes, ongoing support for instructors, and regular curriculum reviews be made to ensure alignment with assessment methods and instructional needs. 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 JANUARY, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5210 2025-01-01T00:00:00Z