http://41.74.91.244:8080/handle/123456789/768 2026-06-26T01:20:11Z http://41.74.91.244:8080/handle/123456789/5322 Gender responsive practices and self-esteem among college of education students in Ashanti Region of Ghana Boateng, D.A. The study investigated whether gender responsive practices in the Colleges of Education in Ashanti Region of Ghana could have effect on self-esteem of the college students and to determine whether differences existed between males and females regarding their self-esteem. The study employed a descriptive cross sectional survey design. The multistage sampling technique was used to select 360 college of education students in Ashanti Region to participate in the study. Questionnaire was the main instrument for data collection with reliability of .88 and .70 for gender responsive practices and self-esteem respectively. The study employed a descriptive crosssectional survey design. Data for the research question one was analysed using factor analysis whereas frequencies and percentages were used to analysed data on research question two. Logistic regression and independent sample t-test were used to test the hypotheses one and two respectively. The study revealed that most students (95.1%). Further, the study indicated that classroom practice, tutors challenging traditional gender roles and, activities and protocols as the main gender responsive practices in the college of education. The findings of the study also revealed that gender responsive practices in the Colleges of Education have influence on the students’ level of selfesteem with tutor challenging gender roles having the highest influence. With respect to gender and self-esteem difference among the students, the study revealed no statistically significant difference between males and females’ self-esteem. This implies that both males and female students possessed high levels of self-esteem and there will be decrease in students’ self-esteem if the colleges stop or reduce the intensity of ensuring the practice of gender responsive activities. The study therefore, recommended that management of the Colleges of Education, hall wardens and college administrators should maintain the standard of engaging the students in gender responsive practices in order to perpetuate the high level of self-esteem among the students. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA AUGUST, 2023 2023-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5311 Exploring the career progression of women in the Sefwi Wiawso Municipal Assembly Sewoekpor, E. This qualitative case study investigates women’s career progression within the Sefwi Wiawso Municipal Assembly, guided by three research questions: (1) What are the lived experiences of female employees regarding their career progression? (2) What institutional, personal, and socio-cultural factors influence their advancement? and (3) What strategies do they propose to enhance career progression opportunities? The study is grounded in Max Weber’s Theory of Bureaucracy, Resilience Theory and Career Motivation Theory. The study initially adopted a census approach targeting all 37 females permanent staff. However, data collection concluded at 25 participants when thematic saturation was reached, as no new insights were emerging. Data were generated through 12 semi-structured interviews and 4 focus group discussions, with the Human Resource Officer serving as a key informant. The data were analysed using thematic analysis. Findings reveal persistent experiences of delayed promotion, limited upward mobility, and perceived lack of transparency in evaluation processes. Institutional barriers including weak enforcement of merit-based promotion systems, bureaucratic delays, and informal power dynamics combine with socio-cultural pressures, particularly the tension between family responsibilities and career advancement, to constrain women’s progression. Despite relatively high educational attainment among participants, promotion rates remain below 5%, indicating structural stagnation. Participants proposed institutional reforms, including strict enforcement of Local Government Service promotion guidelines, targeted leadership training through the Institute of Local Government Studies and the formal integration of structured mentorship into performance appraisal systems. The study concludes that sustainable progress requires institutional accountability rather than reliance on individual resilience alone. Specifically, the researcher recommends leveraging the newly established University of Local Government and Development (ULGD) for specialized degree-level certifications to bridge identified technical skills gaps. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5310 Exploring selected educational stakeholders’ perceptions of female pupils’ dropout in Gomoa Central District Darkoh, A. School dropout in rural areas leads to low educational attainment, which in turn limits economic opportunities and hinders socio-economic development. When individuals lack essential education and skills, their ability to access better livelihoods is reduced, negatively impacting individual prospects and broader community welfare and economic growth. This study explored selected educational stakeholders’ perceptions of female pupils’ dropout in the Gomoa Central District. It adopted an explanatory sequential design and involved 329 participants. Data were analyzed using descriptive statistics and thematic analysis. The findings show that female pupils’ dropout in the Gomoa Central District is mainly driven by several key issues. These include boredom, overcrowded classrooms, inadequate facilities, harsh punishments, poor teacherstudent relationships, and lack of guidance and counseling, as identified by participants. Teachers and headteachers emphasized unsafe and overcrowded school environments, while parents highlighted poor communication with schools, unsafe surroundings, and limited community support. Weak parental engagement, poor supervision, teenage pregnancy, financial constraints, household duties, and long distances to school also contributed significantly to dropout among girls. The findings further indicate that improving teacher-student relationships, providing adequate counseling services, strengthening parental involvement, and enhancing school infrastructure can help reduce dropout rates. Financial support, scholarships, and community education on the importance of girls’ education were also identified as essential. Dropout among female pupils results from the combined effects of socio-economic and psychosocial factors. Addressing these challenges requires coordinated action by schools, families, and policymakers to create supportive and inclusive learning environments. The government and stakeholders must prioritize positive teacher-student relationships, promote parental involvement, and invest in school facilities and resources to reduce student disengagement. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2024 2024-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5306 Exploring domestic violence perspectives of women victims and DOVVSU officials in the Effutu Municipality Sakyi, A.Y Domestic violence is one of the violence affecting women in the world. In order to deal with this canker, the Domestic Violence Act 732 was passed in Ghana. The study was designed to explore the perspectives of women victims of domestic violence and Domestic Violence and Victim Support Unit (DOVVSU) officials in the Effutu municipality. The study was conducted qualitatively with a sample size of 20, which was made up of 15 women victims and 5 DOVVSU officials. Participants were sampled using the convenient, snowballing and purposive sampling techniques. Interview sessions were used to collect data, which was then analyzed thematically using the research questions. The study revealed that physical abuse, such as rape and beating, is the main form of violence experienced by victims. It was also revealed that drugs, religion, and culture are the causes of violence against women. The study again revealed that victims needed some basic needs such as food, shelter, clothing, medical treatment, economic assistance, and justice. The study also revealed that DOVVSU officials are faced with challenges such as a lack of expertise, insufficient logistics, and delays. The study concluded that most victims lose interest in visiting DOVVSU because their religious leaders discourage them, with some women also seeing it as a waste of time and also a reminder of their pain. A thesis submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Social Studies Education) Department of Social Studies Education Faculty of Liberal and Social Studies Education UNIVERSITY OF EDUCATION, EINNEBA FEBRUARY, 2024 2024-02-01T00:00:00Z