http://41.74.91.244:8080/handle/123456789/742 Sun, 05 Apr 2026 20:28:01 GMT 2026-04-05T20:28:01Z 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 Sat, 01 Feb 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5172 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 Tue, 01 Apr 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5160 2025-04-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5158 Kindergarten teachers’ use of teaching and learning resources in Lessons Sulley, R. The study was undertaken in the Sagnarigu Municipality with the purpose of investigating how kindergarten teachers use teaching and learning resources in their lesson delivery. The study utilized mixed methods approach involving questionnaire, interview and observation to provide evidence for studying the research problem rather than either quantitative or qualitative study alone. The study population comprised all five hundred and ten (510) kindergarten teachers and one hundred and thirty head teachers who head both Kindergarten and Primary schools under the Sagnarigu Municipal Education Directorate. The sample size for this study comprised twenty (20) kindergarten teachers and ten (10) head teachers. The qualitative data was analyzed using thematic approach while the quantitative data was analyzed using the Statistical Product and Social Services (SPSS) software version 26.0. The study found that Kindergarten teachers use a variety of TLRs, including textbooks for teachers and learners, exercise books, drawing books, materials for tracing, reading books, storybooks, big books, conversational posters, flip charts, flashcards, empty cans and boxes for teaching shapes, bottle tops, sticks, counters, and straws for numeracy, cardboards for other activities, pictures of scenes on the walls, drawings of learners on the walls, learning centres, sand trays, and manipulatives. Also, it was revealed that Kindergarten teachers utilize TLRs in various interactive and engaging ways to enhance learning. For instance, flashcards and word cards are used for vocabulary building and sentence construction activities. Drawing books and materials for tracing are incorporated into art and fine motor skill development exercises. Exercise books are used for daily practice and assessments. Teachers also use manipulatives like bottle tops, sticks, and counters to teach numeracy concepts, making abstract ideas more concrete for young learners. Additionally, pictures of scenes and drawings on the walls are employed to create a stimulating and visually rich learning environment that supports thematic and experiential learning. The study recommends that teachers should continue to use a diverse array of TLRs, including physical materials like flashcards and drawing books, as well as digital resources to improve learners’ engagement and understanding. Also, head teachers should encourage teachers to use TLRs in ways that actively engage learners in the learning process. This can include interactive activities, group work, and hands-on exercises that make learning more dynamic and participatory. 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 degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba SEPTEMBER, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5158 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5157 Kindergarten teachers’ use of physical classroom environment for literacy activities in Nkwanta North District Kpachamgbe, A.K. This study assessed the kindergarten teachers’ use of physical classroom for literacy activities in Nkwanta North district. The study adopted a descriptive survey research design. A simple random sampling technique was used to select the kindergarten teachers. 140 was the sample size for the study. Questionnaire was used for data collection. The findings of the study revealed that, the classroom space is sufficiently ample for learners to comfortably engage in literacy activities. Again, teachers effectively use the classroom layout to organize literacy activities. This indicates that most respondents believe the classroom arrangement supports effective literacy instruction. Furthermore, a notable challenge is limited to classroom space, restricts the implementation of literacy activities. The study concluded that physical classroom provides a favorable atmosphere for learning and enables learners to enhance their literacy learning activities. The study recommends that, schools should explore more efficient classroom layouts and furniture arrangements to maximize the available space and ensure that all learners can comfortably engage in literacy activities. School administrators and policymakers to prioritize improvements in physical classroom infrastructure. Allocating resources towards enhancing classroom environments through improved ventilation, lighting, and the provision of educational materials will be crucial in overcoming the challenges identified in the study. A dissertation 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 requirement for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5157 2025-06-01T00:00:00Z