http://41.74.91.244:8080/handle/123456789/804 2026-06-15T09:12:34Z 2026-06-15T09:12:34Z Quansah, E. http://41.74.91.244:8080/handle/123456789/5272 2026-06-10T11:50:03Z 2025-02-01T00:00:00Z

The implications of domestic violence on the academic performance of students in selected Junior High Schools in Bawjiase Quansah, E. Domestic violence is a pervasive problem affecting individuals and communities globally. The study examined the relationship between domestic violence and academic performance. The study was based on pragmatic philosophy and followed a sequential mixed-methods design. It targeted a population of 12 to 17-year-old students who have been exposed to or have witnessed domestic violence. The sample involved 39 students and 8 educators (counsellors and teachers). Instruments involved structured questionnaires for quantitative data and interviews with teachers and counsellors for qualitative data. It also utilised SPSS and Excel for quantitative data and thematic analysis for qualitative findings to ensure full comprehension of the domestic violence and academic achievement relationship. The findings suggest that domestic violence poses a serious challenge for Junior High School students in Bawjiase, particularly younger female students who are most susceptible to physical and emotional abuse. Although older students develop coping mechanisms, they continue to experience long-term psychological consequences. Emotional distress and difficulty concentrating contribute to disengagement from learning, even though academic performance is not directly affected. This underscores the need for schools to prioritize emotional well-being as a key factor in academic success by implementing targeted support systems. While some students seek professional assistance or rely on personal resilience, limited access to mental health services remains a significant obstacle. Given the high level of domestic violence among Junior High School students, particularly for females within the 13–15 age groups, this study proposes the need for early intervention and protection programs to increase awareness and reduce the incidence of violence against Junior High School students, as well as to improve their quality of life. 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 (Human Rights, Conflict and Peace Studies) Centre for Conflict, Human Rights and Peace Studies, Faculty of Social Sciences Education, FEBRUARY, 2025 University of Education,Winneba http://ir.uew.edu.gh

2025-02-01T00:00:00Z Pennie, G.K http://41.74.91.244:8080/handle/123456789/5218 2026-05-12T10:39:04Z 2025-11-01T00:00:00Z

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

2025-11-01T00:00:00Z Amegadze, S. http://41.74.91.244:8080/handle/123456789/5201 2026-05-04T10:50:53Z 2025-01-01T00:00:00Z

An assessment of conflict management mechanisms among teachers in selected basic schools in the Effutu Municipality, Ghana Amegadze, S. This study examines conflict management mechanisms among teachers in basic schools within Effutu Municipality, Ghana, with the aim of identifying the causes of conflict, assessing their impacts on academic performance, and evaluating the effectiveness of current strategies. The study underpinned by the conflict resolution and organisational behaviour theories. Additionally, the research employs a qualitative methodology, gathering data through semi-structured interviews with teachers and school administrators. The findings highlight that conflicts often arise from factors such as poor communication, resource competition, role ambiguity, and leadership inefficiencies. These issues negatively affect teacher morale, diminish collaboration, and disrupt the educational environment, leading to lower student performance. Existing conflict management mechanisms, such as administrative interventions and informal mediation, are inconsistently applied, undermining their potential effectiveness. The study emphasises the need for structured and sustainable conflict resolution frameworks that promote collaboration and reduce tensions among teaching staff. It recommends comprehensive training in conflict resolution for school leaders, the implementation of clear communication protocols, and the development of professional development programs to address role-related issues. These measures aim to foster a more harmonious working environment, improve teacher morale, and enhance academic outcomes for students. Keywords: Conflict Management, Teacher Collaboration, Educational Performance, Qualitative Research, Effutu Municipality. 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 (Human Rights, Conflict and Peace Studies JANUARY, 2025

2025-01-01T00:00:00Z Gyimah, E.M. http://41.74.91.244:8080/handle/123456789/5147 2026-03-25T13:20:17Z 2024-03-01T00:00:00Z

Ghanaian children understanding and realization of their rights- a phenomenological perspective of students at Juaboso senior high school Gyimah, E.M. International human rights instruments, such as the Universal Declaration of Human Rights (UNDHR) and the United Nations Convention on the Rights of the Child (UNCRC), have continuously aspired to advance child rights and project children into active roles and subjects of human rights. However, implementation gaps still exist, particularly in developing countries where traditional perceptions and realities often contradict the ideals of these human rights mechanisms. In Ghana, these barriers persist despite the country's record as the first country to ratify and subsequently harmonize the UNCRC into its national laws. To enhance the realization of child rights, there is therefore the need to investigate children’s knowledge and understanding of their rights. Consequently, this study explored Juaboso Senior High School students’ knowledge and experience of child rights. Guided by the qualitative research approach and phenomenological design, data were collected via semi-structured interviews and analyzed thematically. As per the study’s findings, most students perceived child rights as inherent freedoms, however, there was confusion about the understanding of rights and responsibilities. Again, the primary sources of information on child rights were highlighted as schools, the media and religious institutions. Nonetheless, there was a noticeable gap in understanding participation rights and specific legislative instruments like the UNCRC and the Children’s Act of Ghana. Moreover, it was evident that when children were aware of their rights, it led to mutual respect, empowerment to report abuses and advocacy, fostering positive community change. Also, numerous sociocultural, religious and economic barriers, impeded the realization of child rights. The study highlights the importance of media campaigns integrating insights from children and utilizing local languages to enhance knowledge and understanding about child rights. Also, leveraging platforms presented by religious groups and schools in sensitization on child rights were mentioned. The findings highlight the need for enhanced education, media-based awareness creation, reinforcement of legislative frameworks and multi-sectoral collaborations to improve children's understanding and knowledge about their rights. These findings contribute valuable insights to the child rights discourse and propose practical strategies to enhance their realization and protection. A thesis in the Faculty of Social Sciences, Center for Human Rights, Conflict and Peace Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Human Rights, Conflict and Peace Studies) in the University of Education, Winneba MARCH 2024

2024-03-01T00:00:00Z