http://41.74.91.244:8080/handle/123456789/652 2026-04-05T18:25:50Z http://41.74.91.244:8080/handle/123456789/5150 Impact of birth order and sibling relationship on school adjustment in senior high schools in the Central Region of Ghana Agbakplor, G. This study examined the impact of birth order and sibling relationship on school adjustment among selected senior high schools in the Central Region of Ghana. The study is critical since there is a societal concern about the school adjustment issues that arise when students, both male and female, detach from their homes to pursue academic goals in Senior High Schools. This study therefore looked at the adjustment issues from the perspectives of the students’ birth order and sibling relationship. Relevant literatures that were related to the study were reviewed. In order to be able to measure the variables for the study, four research questions and six hypotheses were developed. The Sequential explanatory Mixed Methods design was used. The main instruments used for data collection were questionnaire and interview schedule. The construct validity of the questionnaire was established using factor analysis and reliability using Cronbach’s alpha. The proportional stratified sampling method was used to select 522 students, and convenience sampling technique was used to select eight (8) students for the qualitative phase. Both descriptive and inferential statistics were used in analyzing the quantitative data. The Pearson Moment Product Coefficient (r), the step-wise multiple regression, the independent samples t-test and the One-Way Analysis of Variance (ANOVA) were used to test the hypotheses. The qualitative data was analyzed using thematic analysis. The study outcomes indicated that birth order of students did not play significant role in influencing variations in academic, institutional, personal/emotional, and social adjustment among students. Additionally, there was a moderate and statistically significant positive correlation between school adjustment and sibling relationships. Moreover, factors such as sibling goal setting, involvement, and encouragement had a significant predictive influence on school adjustment, whereas academic engagement did not. From the study findings, it is recommended that school authorities implement adjustment programs for secondary school students while considering birth order of students when taking decisions about the welfare of students. Senior High Schools are also to eliminate barriers hindering students’ full engagement in schools and create a conducive atmosphere and ensure the availability of social support for students. At home families are to prioritize effective communication and building effective relationship among siblings. The study is very significant to the curriculum developers and policy makers in education; as it serves as valuable information for senior high school administrators, enabling them to develop targeted intervention programs to support students in coping with the demands and challenges encountered in the educational environment. A Thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, Submitted to the School of Graduate Studies, in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba AUGUST, 2024 2024-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5119 Socio demographic variables, social support and acculturative stress among international students in Ghanaian Universities Marfo, F This study examined the relationship between socio-demographic variables, social support, and acculturative stress among international students in Ghanaian universities, focusing on Methodist University Ghana (MUG) and Pentecost University Ghana (PUG). Using a pragmatic philosophical orientation, the study adopted an explanatory sequential mixed-methods design. The quantitative phase involved 148 participants selected through stratified random sampling, using the Acculturative Stress Scale for International Students (ASSIS) and the Index of Sojourner Social Support (ISSS). The qualitative phase applied Interpretative Phenomenological Analysis (IPA) to explore lived experiences behind the statistical results. Quantitative findings showed that personal safety (M = 30.16, SD = 8.15) and homesickness (M = 20.76, SD = 5.55) were the most significant stressors, while injustice had the least impact (M = 3.56, SD = 1.24). Regression analysis revealed that age and country of origin significantly predicted acculturative stress, while gender did not. Unexpectedly, social support was positively correlated with acculturative stress (β = .528, p < .001), suggesting that high support may sometimes intensify stress due to unmet expectations or overreliance on social ties. Qualitative results reinforced these findings, showing that while social networks helped students cope with discrimination and language barriers, they could also heighten stress. Francophone students reported greater challenges linked to communication difficulties and social exclusion. Overall, the study highlights the complex nature of acculturation and recommends that universities strengthen culturally sensitive support systems that acknowledge both the protective and burdensome aspects of social relationships, particularly for younger and culturally distant international students A thesis in the Department of Counselling Psychology, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate studies in partial fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba SEPTEMBER, 2025 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5084 Retirement anxiety and psychological well-being of basic school teachers in selected municipalities in Ghana N-Yelbi, J The study examined retirement anxiety and psychological well-being of selected Basic school teachers in Ghana. It focused on retirement anxiety levels, influence of retirement on psychological well-being dimensions, relationship between retirement anxiety and psychological well-being, gender differences in retirement anxiety, experiences and concerns of retirement, and pre-retirement counselling programmes. Mixed methods approach underpinned by sequential explanatory design was adopted for the study. Quantitative and qualitative data were collected using questionnaire and a semi-structured interview. Multistage sampling and proportionate stratified random techniques were used to select 450 participants for quantitative phase. Maximum variation sampling was used to sample 24 teachers from 450 and interviewed in qualitative phase. Research questions 1 and 2 were analysed using mean and standard deviation, and MANOVA. Hypotheses 1 and 2 were analysed using Correlation and ttest. Research questions 5 and 6 were analysed thematically. The findings reported high levels of retirement anxiety. Mental health, financial insecurity and reduced social network influence psychological well-being. The findings reported positive relationship between retirement anxiety and psychological well-being. The findings also revealed gender differences in retirement anxiety. Experiences and concerns of retirement were related to financial, accommodation, detachment from significant others and professional identity shift. Pre-retirement counselling programmes included financial, social, psychological, emotional and psychological support, career transition counselling, and health and wellness programmes. The study concluded that teachers experience high level of retirement anxiety. It was recommended that school counsellors should organise individual and group counselling sessions for teachers on financial and health management and create social support systems. 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 award of the degree of Doctor of Philosophy (Counselling Psychology) in the University of Education, Winneba JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/4903 Social inclusion experiences of deaf students at the University of Education, Winneba. Acheampong, E.K. This interpretive study examines the social inclusion experiences of deaf students at the University of Education, Winneba, Ghana, utilising a phenomenological case study design. Employing maximal variation sampling, the research comprised thirtytwo deaf students from seven departments. Data were collected in two phases through focus group discussions and observations via video. Thematic analysis, guided by Braun and Clarke's (2019) reflexive approach, revealed the views of deaf students regarding their social inclusion beyond academic activities. Findings indicate that social inclusion is a multidimensional concept encompassing physical, emotional, and behavioural adaptations necessary for fostering an inclusive environment that promotes belonging, respect, and dignity. Deaf students exhibited a preference for interactions with hearing peers, although their participation in social activities was often minimal due to personal attributes such as shyness, as well as environmental barriers including communication challenges and discrimination. Moreover, while deaf students employed various multimodal strategies such as sign language interpreting, writing, gestures, and technology to facilitate interactions, they reported limited institutional support for social inclusion. The study highlights the urgent need for enhanced support mechanisms, including the establishment of a deaf-hearing buddy system and proactive policies promoting understanding of deaf culture. Recommendations aim to improve social inclusion through educational initiatives, active participation in university activities, and the provision of comprehensive support services. These measures are essential for enriching the social experiences of deaf students within the university community. A thesis in the Department of Special 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 Doctor of Philosophy (Special Education) in the University of Education, Winneba 2024-08-01T00:00:00Z