http://41.74.91.244:8080/handle/123456789/652 Tue, 23 Jun 2026 12:33:31 GMT 2026-06-23T12:33:31Z http://41.74.91.244:8080/handle/123456789/5305 Exploratory study of adverse childhood experiences, campus adjustment, and psychosocial well-being of students in colleges of education, Ghana Nordzi, G. The academic and pedagogical development of student teachers in Ghana’s Colleges of Education has received considerable scholarly attention; however, their psychosocial wellbeing and campus adjustment, particularly among those with histories of early adversity, remain underexplored. This study addressed this critical gap by exploring the effects of childhood adversities on the lived realities and adjustment trajectories of firstyear student teachers. Grounded in the Emerging Adulthood Theory, the Transactional Model of Stress and Coping, principles of Narrative Therapy, and Judith Herman Trauma Theory, the research adopted an interpretative phenomenological analysis (IPA) to understand how participants made meaning of their past experiences in relation to their present academic and social adjustment in the colleges. Data were collected through semi-structured interviews, document analysis, and observation involving thirty-six participants comprising fifteen first-year student teachers, fifteen peers, and six lecturers, drawn from Bonsu (all-male), St. Adom (all-female), and Nhyira (mixedgender) Colleges of Education. A mixed-purposive sampling strategy was employed, incorporating maximal variation, volunteer, criterion, and referral sampling techniques to ensure diversity and relevance in participants lived experiences. The findings revealed that unresolved childhood adversities contributed to emotional dysregulation, social withdrawal, and academic disengagement, which collectively undermined students’ psychosocial wellbeing and campus adjustment. However, the study also uncovered evidence of resilience and personal initiative, as participants employed strategies such as structured routines, peer support, and counselling to navigate their challenges. The study concluded that students with Adverse Childhood Experiences (ACEs) exhibited signs of emotional distress, including fear, sadness, anger, and low self-worth, which negatively impacted their relationships, academic focus, and performance. These emotional difficulties were linked to higher levels of anxiety, depression, and hopelessness, reducing their ability to cope with stress and fully engage in college life. The study contributes to the growing discourse on trauma-informed practice in African higher education and highlights the urgent need for institutional reforms. It recommends the establishment of trauma-sensitive support systems, faculty training in trauma and psychosocial responsiveness, and the integration of policies that promote inclusive and emotionally supportive learning environments. A thesis submitted to the School of Graduate Studies in partial Fulfilment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) Department of Counselling Psychology Faculty of Applied Behavioural Sciences in Education JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5305 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5293 Education finance, governance, and quality basic education in Ghana the case of Gomoa West District Amoako, R. This study explored the financial governance system of basic education in the Gomoa West District of Ghana, with a focus on how resource allocation, funding adequacy, and governance practices influence the quality of education. Guided by the assumption that quality education can be improved through a more effective and streamlined financial governance regime, the study was anchored in the philosophical assumptions of constructivism and interpretivism. A qualitative research approach was employed, using a case study design to gain in-depth insights into the financial management practices of selected schools and the district directorate. The study purposively sampled 12 participants, comprising three district education officers and nine head teachers from schools benefiting from both the Capitation Grant and the Ghana Accountability for Learning Outcomes Project (GALOP) fund. Data was collected through semi-structured interviews. Thematic analysis was used to code and interpret data in alignment with theories of educational adequacy, efficiency, and the principal-agent framework. Key findings revealed that while budgeting systems such as SPIP ensure policy alignment and accountability, funding remains woefully inadequate and irregularly disbursed. Supplementary sources such as Parent Associations, religious contributions, extra classes and NGOs provide support but are limited and unsustainable. The study recommends increased statutory funding, regular disbursement of grants, capacity building in financial management, flexibility in school financial management and greater stakeholder involvement to enhance financial governance and educational outcome A thesis submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Educational Leadership) DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT FACULTY OF EDUCATIONAL STUDIES UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5293 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5284 Career progression of women in leadership positions in the technical universities challenges and opportunities Benson, Mary This study explored the career progression of women occupying leadership positions within the Technical Universities in Ghana. Grounded in the interpretivist research paradigm, the study adopted a hermeneutic phenomenological design within a qualitative framework. Data were collected from twelve female leaders across selected Technical Universities in the Southern part of Ghana using a maximum variation sampling strategy to ensure diversity of perspectives. Semi-structured interviews were employed to elicit in-depth accounts of participants’ lived experiences. The data obtained was analysed using thematic analysis. The study revealed that few women occupy key strategic leadership roles in Technical Universities in the Southern part of Ghana; however, those who have achieved notable progress, adopted varied leadership styles, and actively pursued career growth, breaking traditional norms and motivating future female leaders. Also, women's career advancement in technical universities was driven by teamwork, positive attitudes, mentorship, networking, Organisational support, continuous learning, personal and religious values, as well as cultural awareness. Nonetheless, aspiring women leaders faced obstacles such as Organisational, cultural, and societal barriers, gender discrimination and resistance from peers. Despite these challenges, opportunities existed in the form of paid study leave, external partnerships, technological advancements, diversity and inclusion initiatives. The study also found that even after attaining leadership roles, women continued to experience gender bias, structural challenges, work-life balance difficulties, and cultural pressures. Based on the findings, the study concludes that meaningful progress in gender equity within technical university leadership hinges not merely on opportunity but on the institutionalization of inclusive cultures that recognize and actively dismantle structural and societal barriers. The study recommends that technical universities intensify gender-inclusive policies, mentorship programmes, and Organisational support to sustain and enhance women's leadership progression to overcome persistent structural and cultural barriers. A thesis in the Department of Educational Administration and Management, School of Education and Lifelong Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Educational Leadership) in the University of Education, Winneba JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5284 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5274 The effect of solution-focused brief therapy and cognitive behaviour therapy on psychological functioning of trainee-nurses in Ledzokuku Greater-Accra Banibensu, A.A. This study assessed psychological functioning in four domains among trainee-nurses, examining the effectiveness of the Solution-Focused Brief Therapy (SFBT) and Cognitive Behaviour Therapy (CBT) in enhancing students’ psychological well-being. The research utilized a randomized experimental design with imperfect control group due to real-world constraints. With this pretest-posttest randomized control group design, sixty participants were purposively chosen based on their OQ45.2 scores and were randomly assigned to experimental and control groups. After eight sessions of therapy, the study found that nursing-trainees experienced Symptoms Distress, Interpersonal Relationship, Risk and Social Role challenges similarly no matter their intimacy status. Whether they are single and searching for a partner, single but not searching for a partner, in a relationship but not yet married or are married, did not make a difference in their psychological functioning. Similarly, gender made no difference in psychological functioning. Seventy-five percent (75%) of the trainee-nurses were females. The average age of the trainee-nurses was 19 years which means that most of them were emerging adults. More than half of the population (58%) were in relationship. The therapies were statistically and clinically significant in reducing poor psychological functioning, meaning that therapy improved overall well-being in the four domains. Solution-focused Brief Therapy more significantly reduced Interpersonal Relationship challenges, whilst Cognitive Behaviour Therapy had the greatest effect in reducing incidents of Symptom Distress, Risk and Social Role challenges. Regular psychological assessment and therapy is recommended as part of the nursing training curriculum with SFBT and CBT deemed suitable for improving trainee-nurses’ psychological functioning. A thesis in the Department of Counselling Psychology, 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 Doctor of Philosophy (Guidance and Counselling) in the University of Education, Winneba AUGUST, 2025 Fri, 01 Aug 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5274 2025-08-01T00:00:00Z