http://41.74.91.244:8080/handle/123456789/743 Wed, 01 Jul 2026 05:45:47 GMT 2026-07-01T05:45:47Z http://41.74.91.244:8080/handle/123456789/5339 Influence Of teacher motivation on the learning behaviour of public senior high School students in Birim Central Municipality Adams, F. This research provides a critical analysis of how teacher motivation affects the learning behaviors of students within Public Senior High Schools in Ghana’s Birim Central Municipality. While internal factors like personality, intelligence, and cognitive styles significantly shape how a student learns, educational stakeholders consistently seek external environmental variables that can be optimized to boost academic success. Among these factors, motivation has emerged as a primary focus of scholarly interest. A recurring issue in this sector is the tendency for educators to attribute poor student performance to inadequate welfare, specifically citing low pay, a lack of staff housing, and insufficient bonuses. To address these concerns, this study employed an explanatory sequential mixed, method approach to evaluate the relationship between these motivational factors and student outcomes. The study surveyed a sample of 185 teachers, selected via simple random sampling from a total population of 343 educators across three public institutions. Data analysis included the testing of two hypotheses at a 5% significance level, utilizing mean scores, standard deviation, and ANOVA. 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 Faculty of Educational Studies UNIVERSITY OF EDUCATION, WINNEBA JULY, 2023 Sat, 01 Jul 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5339 2023-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5325 Head teacher-teacher relationship and its impact on learners' academic performance in five selected basic schools in the Gomoa-Central District of Ghana Mereku, G.K. Inclusive education is a global educational practice that seeks to provide equitable learning opportunities for all learners, regardless of their abilities, backgrounds, or learning needs. In Ghana, efforts to implement inclusive education policies have gained momentum, yet the translation of these policies into effective school-level practices remains a challenge. This study investigated the experiences of basic school headteachers regarding the implementation of inclusive education policy within the Nkwanta North District of the Oti Region. The study adopted the interpretivist research philosophy, and a qualitative research approach and a case study design. The study purposively selected 15 participants comprising 5 headteachers, 5 teachers and 5 students from five selected basic schools in Nkwanta North District and used in-depth interviews and focus group discussions to collect data. The data collected was analysed with the thematic analysis method. The study found out that headteachers have limited understanding of inclusive education policy, resource constraints and poor infrastructure hinder implementation of inclusive education policy, inadequate training and support limit the ability to effectively implement the policy, lack of leadership and institutional support in policy implementation hampered the execution of inclusive practices, weak collaboration from stakeholders, and inadequate government budget for inclusive education also impeded the policy implementation. The study concluded that effective implementation of inclusive education policy requires effective leadership, institutional support and resources. Key recommendations included, enhancement of leadership capacity through targeted training and professional development, improvement in institutional support and monitoring systems, provision of adequate teaching and learning resources for inclusive education, fostering of community sensitization and stakeholder engagement, recruitment and deployment of specialized personnel in schools to support inclusion and increment in government budget allocation for inclusive education. 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 fulfilment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba APRIL, 2025 Tue, 01 Apr 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5325 2025-04-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5319 Financial Management Challenges Facing Heads of Senior High Schools in the Central Region, Ghana Quansah, G.N.E. The study investigated financial management challenges facing heads of senior high schools in the Central Region, Ghana. Specifically, it examined financial management challenges, facing heads, sources of the challenges, the effect of the challenges, and the available support system. The research paradigm is pragmatism while the approach is mixed methods. The study employed the concurrent triangulation design. The target population was heads of senior high schools, Zonal Internal Audit, and Directors of Education, made up of 75 heads of SHSs, 7 heads of Zonal Internal Auditors, and 21 MMD Directors of Education, which constituted a population of 104. The sample size was 70 participants, made up of 63 heads of SHSs, 4 Directors, and 3 Auditors. Simple random and purposive techniques were used for the selection of the participants. The research relied on primary data, which was gathered using a structured questionnaire for heads and a semi-structured interview guide for the Directors and Internal Auditors. Both the quantitative and qualitative data were collected concurrently and analyzed. Quantitative data were analyzed using SPSS, and the qualitative data were analyzed using iNVIVO. Key findings of the study were that procurement, accounting, audit infractions, budgetary inefficiencies, professional incompetence, and financial policy were major financial management challenges for the heads. Sources of the financial challenges were inadequate financial management knowledge and skill, inadequate education and training on financial management, long stay in schools, and doubling roles of heads as administrators and financial managers are major professional competencies challenges. The findings also indicate that the challenges have effects such as misappropriation of funds, insufficient teaching and learning materials, poor teacher performance, reduced student achievement, public audit scrutiny, and emotional stress on heads. The state should therefore release timely and adequate fund as well as necessary support for the heads to manage school funds efficiently. It is also that the Regional Directorate of Education should provide regular capacity building for heads and the Board of Governors on school financial management. 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 the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 Thu, 01 May 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5319 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5302 Experiences of postgraduate students in studying online during the post Covid-19 era- the case of University of Education, Winneba Atsrim, B The study sought to explore the experiences of students in studying online during the Covid-19 era at the University of Education, Winneba (UEW). Interpretivist paradigm was employed for the study. Qualitative approach was selected for the study. A phenomenological design was chosen for this study. The sample for the study was ten postgraduate students from two departments of the university, who were purposively sampled. A semi-structured interview guide was used to generate data which was analysed thematically. Interview guide was used as the data collection instrument. Data was analysed using the thematic analysis procedure. Results of the study revealed that technology-related experiences of students in studying online during the post COVID- 19 era at UEW were poor internet accessibility, inadequate knowledge in ICT and lack of transparency in assessment online. Also, Lecturer-related experiences of students in studying online during the post COVID-19 era at UEW were identified as lack of commitment and motivation to use technology and lack of training and experience in technology use. It was concluded that some students and lecturers in the University of Education, Winneba are not committed into e-learning. They need a clear understanding of e-learning and be encouraged to embrace it. Based on the findings, it was recommended that, the Management of UEW should organize monthly workshops for lecturers and tutors to enable them exchange ideas and acquire requisite competencies that will promote e-learning. Again, the Management of UEW should design an operational policy that mandate lecturers to lecture on-line in addition to face to face lecture. Moreso, the internet network system within UEW should be made stronger enough for students to effectively utilize it to search for information. This could be done by expanding the internet network infrastructure. 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 (Educational Administration and Management) Department of Educational Administration and Management School of Education and Lifelong Learning MAY, 2024 Wed, 01 May 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5302 2024-05-01T00:00:00Z