http://41.74.91.244:8080/handle/123456789/743 2026-06-26T17:39:37Z 2026-06-26T17:39:37Z Mereku, G.K. http://41.74.91.244:8080/handle/123456789/5325 2026-06-24T12:09:05Z 2025-04-01T00:00:00Z

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

2025-04-01T00:00:00Z Quansah, G.N.E. http://41.74.91.244:8080/handle/123456789/5319 2026-06-24T11:39:23Z 2025-05-01T00:00:00Z

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

2025-05-01T00:00:00Z Atsrim, B http://41.74.91.244:8080/handle/123456789/5302 2026-06-23T10:35:00Z 2024-05-01T00:00:00Z

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

2024-05-01T00:00:00Z Baidoo, A http://41.74.91.244:8080/handle/123456789/5251 2026-05-20T11:56:05Z 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