http://41.74.91.244:8080/handle/123456789/743 2026-06-06T02:06:14Z http://41.74.91.244:8080/handle/123456789/5251 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 http://41.74.91.244:8080/handle/123456789/5249 Effectiveness of School Management Committees (SMCS) in improving governance of basic public schools in Ekumfi District Mensah, I.A. This study evaluated the effectiveness of School Management Committees (SMCs) in enhancing governance of basic public schools in the Ekumfi District of Ghana. The research aimed at assessing SMCs' roles in resource mobilization, infrastructure maintenance, and community participation, as well as their impact on teacher job satisfaction. Utilizing a quantitative research approach with a positivist view of research paradigm, descriptive survey design was used. Data were collected from 140 respondents across 20 public basic schools through structured questionnaires. The findings indicated that SMCs are moderately effective in mobilizing resources, particularly through community engagement and partnerships with NGOs. However, challenges persisted in securing technological resources and ensuring transparency in financial reporting. The study also revealed that SMCs significantly contributed to the maintenance of school facilities, with monitoring and prioritization of maintenance tasks being key strengths. There was a strong positive correlation relationship between community participation and teacher job satisfaction, highlighting the importance of inclusive governance in fostering a supportive work environment for teachers. The study concluded that while SMCs play a vital role in school governance, their effectiveness was hindered by systemic limitations, necessitating targeted interventions for capacity building and resource allocation. Recommendations included establishing continuous training programmes for SMC members by the district education directorate and enhancing community involvement in school management to improve educational outcomes. 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, SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA MAY, 2025 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5241 Teacher turnover and its relationship to student performance in Vision International School, Volta Region, Ghana Amegah, I.M Teacher turnover is a critical challenge across education systems globally, with reported negative correlation with student performance. Although, existing research has explored this phenomenon in Ghana's public schools, a significant gap still remains regarding its outcome especially within the private school sector, particularly in the Volta Region, Ghana. This study was conducted to identify the relationship between teacher turnover and student performance at Vision International School, Ho, in the Volta Region of Ghana. The specific objectives were to determine the rate and patterns of teacher turnover, identify the factors contributing to it, and assess its relationship to student performance. The study adopted a quantitative research approach and a descriptive survey design. The study collected data through questionnaires from a sample of 34 teaching and non-teaching staff, selected through convenience and stratified sampling techniques. Data collected were analysed using descriptive statistics, including frequencies, percentages, and mean scores. The findings revealed that teacher turnover at Vision International School is an ongoing concern, characterised by an occasional but increasing and unpredictable pattern. The primary factors contributing to turnover were low salary and a lack of motivation and incentives from the administration. The study conclusively found that teacher turnover has a predominantly negative correlation with student performance, particularly in student academic achievement, engagement in school activities, and the continuity of instruction, although its association with student attendance was neutral to positive. The study concludes that the high and unpredictable turnover of teachers at Vision International School, mainly driven by financial and motivational factors, is detrimentally affecting key aspects of student learning. These findings imply that for private schools like Vision International School to enhance educational quality and student outcomes, targeted interventions are urgently needed. School administrators and policymakers must prioritise improving teacher compensation packages, implementing robust incentive systems, and fostering a supportive professional environment to bolster teacher retention and, consequently, stabilise student performance. A Project work in the Department of Education, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the reward of the degree of Post-Graduate Diploma (Education) in the University of Education, Winneba NOVEMBER, 2025 2025-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5237 Effects of educational resource deprivation on basic education delivery in Wassa Amenfi East Municipality 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