http://41.74.91.244:8080/handle/123456789/898 2026-04-04T11:09:23Z http://41.74.91.244:8080/handle/123456789/4846 Exploring female students’ quest for leadership and their experiential realities in the University of Education, Winneba Attom, L.E. The study explored female students’ quest for leadership and experiential leadership realities in higher educational institutions in Ghana. In Ghana, female enrolment in higher educational institutions has increased due to population increases and campaign for girl-child education. However, despite the opportunities and access to higher education, female students’ quest for leadership positions in their educational institutions is often thwarted and largely insignificant compared to their male counterparts. However, there is evidence in Ghana that national leadership, especially in politics, is usually linked to leadership at tertiary institutions, especially, in the universities. Using female students’ leadership in governance at the University of Education (UEW) as a study focus, and employing the liberal feminist theory, we hypothesised that female students’ desire for leadership positions in higher education would not differ significantly from reality due to some systemic cultural challenges. The study revealed that certain leadership positions are preserved of males, and females who vie for such positions generally encounter some cultural setbacks . The study concludes that female students are motivated to take leadership positions due to their desire to lead and serve the people, but society uses gender to set limit for women when they vie for leadership positions. The study recommends that teachers and parents should encourage both males and females to take up equal leadership roles early in life to arouse in them the drive for future leadership positions. 2021-12-19T00:00:00Z http://41.74.91.244:8080/handle/123456789/4843 Exploring Female Students’ Quest for Leadership and their Experiential Realities in the University of Education, Winneba Attom, L.E. The study explored female students’ quest for leadership and experiential leadership realities in higher educational institutions in Ghana. In Ghana, female enrolment in higher educational institutions has increased due to population increases and campaign for girl-child education. However, despite the opportunities and access to higher education, female students’ quest for leadership positions in their educational institutions is often thwarted and largely insignificant compared to their male counterparts. However, there is evidence in Ghana that national leadership, especially in politics, is usually linked to leadership at tertiary institutions, especially, in the universities. Using female students’ leadership in governance at the University of Education (UEW) as a study focus, and employing the liberal feminist theory, we hypothesised that female students’ desire for leadership positions in higher education would not differ significantly from reality due to some systemic cultural challenges. The study revealed that certain leadership positions are preserved of males, and females who vie for such positions generally encounter some cultural setbacks . The study concludes that female students are motivated to take leadership positions due to their desire to lead and serve the people, but society uses gender to set limit for women when they vie for leadership positions. The study recommends that teachers and parents should encourage both males and females to take up equal leadership roles early in life to arouse in them the drive for future leadership positions. 2021-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1927 Addressing HIV/AIDS education: A look at teacher preparedness in Ghana Weiler, J.M; Martin-Weiler, C.J Our research shows that social science university trained Ghanaian student/teachers do have the knowledge, confidence, and willingness to address HIV/AIDS issues in their teaching, yet they do not. The reason, we argue, is that teachers have little incentive to address contentious issues in the classroom. Questionnaires were administered to 382 University of Education, Winneba students, 61 of whom were just returning from year-long placements. We conclude with the argument that the rethinking of the current dominant approach to curriculum is necessary and that a curriculum that will better support teachers in addressing controversial issues such as HIV/AIDS in the classroom should be considered. Keywords: Teacher Preparation; HIV/AIDS Education; Addressing Social Issues; Critical Pedagogy Article 2012-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/1925 Influences of the pedagogical content knowledge of graduate social studies teachers on questions they set in Senior High Schools in Ghana Quashigah, A.Y; Eshun, I; Mensah, M.F This study investigated the pedagogical content knowledge of Social Studies teachers and their assessment practices in Senior High Schools in Ghana. This research question guided the study: How does trained graduate Social Studies teachers’ pedagogical content knowledge influence the questions they set at the Senior High School level? A sequential mixed method design was used for the study. Data from questionnaire was triangulated with interviews and document analysis of teachers’ questions designed for students’ end of term examination. Non-probability sampling method, that is, convenience and purposive sampling techniques, were used to select the sample of districts, schools and respondents for the study. In all, seventy-two (72) Social Studies teachers were selected from twelve (12) Senior High Schools. The data suggest that teachers’ conception of the subject influences their classroom assessment. Most teachers said they set questions that enhance the development of students’ conceptual understanding or problem-solving skills. However, there were irreconcilable differences between what teachers said they assessed and what they actually assessed. Key-Words: Social Studies. Content of Social Studies. Social Studies questions. Pedagogical content knowledge of Social Studies. Article 2013-01-01T00:00:00Z