http://41.74.91.244:8080/handle/123456789/5188 Mon, 13 Jul 2026 05:16:30 GMT 2026-07-13T05:16:30Z http://41.74.91.244:8080/handle/123456789/5410 Teachers’ turnover and students’ academic achievement in selected schools in Aboso Jonah, P. The study investigated the influence of teachers’ turnover on students’ academic achievement among selected schools in Aboso. Its purpose was to examine how frequent teacher changes influence instructional continuity and learners’ performance, as well as to identify the key factors driving teacher attrition. Employing a quantitative approach with a descriptive research design, primary data were collected through questionnaires. The study utilised a census sampling technique, engaging a total of 110 respondents, and data analysis was conducted using descriptive statistics, including frequencies, percentages, means, and standard deviations, with support from SPSS. The findings revealed that teacher turnover was perceived to be high, with frequent replacements and inter-school transfers contributing to workforce instability. Institutional and organisational factors, particularly inadequate salaries, poor working conditions, limited teaching resources, and insufficient professional support, were identified as major causes of attrition. Moreover, frequent teacher changes negatively affected students’ academic achievement by disrupting syllabus completion, classroom routines, and instructional consistency, while diminishing learners’ motivation and engagement. The study recommended that school managers and authorities enhance teacher retention through competitive pay, supportive conditions, mentorship, and consistent teacher allocation, emphasising instructional stability and strong teacher-student continuity to sustain students’ academic performance. A Project Work submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Post Graduate Diploma in Education (Education) DEPARTMENT OF EDUCATIONAL FOUNDATIONS SCHOOL OF EDUCATION AND LIFE-LONG LEARNING UNIVERSITY OF EDUCATION, WINNEBA NOVEMBER, 2025 Sat, 01 Nov 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5410 2025-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5409 Teachers’ responsiveness to gender equality and social inclusion principles of the common core curriculum in Agona West Municipality Oduro, E. This qualitative study explored teachers’ responsiveness to Gender Equality and Social Inclusion (GESI) principles within Ghana’s Common Core Curriculum (CCC) in Junior High Schools. Employing an interpretivist paradigm and phenomenological design, the research was conducted in the Agona Swedru Municipality, involving 30 participants (teachers and students) selected through purposive sampling (Criterion). Data were collected via focus group discussions, interviews, and observations and analysed using thematic analysis. Findings revealed that teachers’ religious beliefs and personal values significantly influenced their engagement with GESI principles, leading to varied classroom practices. While some teachers promoted inclusivity through gender-neutral language and mixed-gender activities, others unintentionally perpetuated biases, such as favouring boys in mathematics class or marginalizing students with disabilities. The study also identified discriminatory practices, including body shaming and insensitive language, which contradicted GESI principles. The research highlights the need for professional development programmes to address unconscious biases and equip teachers with inclusive strategies. Recommendations include involving religious leaders in GESI policy development to ensure cultural sensitivity and collaboration with educational institutions to foster inclusive environments. The findings contribute to understanding the challenges and opportunities in implementing GESI principles within Ghana’s CCC, highlighting the importance of teacher attitudes and systemic support in achieving equitable education. 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 (Curriculum and Pedagogic Studies) Department of Educational Foundations School of Education and Life-Long Learning MARCH, 2025 Sat, 01 Mar 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5409 2025-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5404 Teachers' involvement in examination malpractice causes, consequences, and ethical implications in Senior High Schools in Ellembele District Andoh, P. This study investigated the causes, consequences, and ethical implications of teachers’ involvement in examination malpractice in Senior High Schools in the Ellembele District. The purpose was to understand the underlying drivers of malpractice and its impact on students’ academic development while suggesting practical solutions to curb the practice. A quantitative approach with a descriptive design was employed, using questionnaires to collect primary data. The sample consisted of 340 students selected through multistage sampling, 192 teachers chosen through a census method, and 4 administrators, making a total of 536 respondents. The findings revealed that both students and teachers acknowledged institutional pressures, poor working conditions, and weak enforcement mechanisms as key factors influencing malpractice, although their perspectives on external and personal motivations differed slightly. Both groups agreed that teacher involvement in malpractice undermines students’ motivation, confidence, and problem-solving abilities, ultimately weakening academic integrity and long-term educational outcomes. While students favoured punitive sanctions and teachers leaned towards professional supervision and support, there was consensus on the need for accountability, improved motivation, training, and stricter enforcement of regulations. The study recommends that stakeholders reduce institutional pressures by improving teacher welfare, strengthening enforcement mechanisms, and establishing transparent accountability structures to safeguard the integrity of educational assessments. A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma (Education) in the University of Education, Winneba OCTOBER, 2025 Wed, 01 Oct 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5404 2025-10-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5338 Influence of economic deprivation on motivation and engagement of students from rural single parent home, Assin Nsuta Mensah, J. This study examined the effect of economic deprivation on students’ motivation and engagement in rural single-parent households in selected basic schools in Assin Nsuta. The research aimed to explore how financial hardship influences students’ access to educational resources, attendance, participation, and academic performance. A quantitative descriptive design was employed, using questionnaires to collect data from ninety-six respondents selected through census sampling. The data were analysed using descriptive statistics such as frequencies, percentages, means, and standard deviations with SPSS. Findings revealed that although most students from single-parent households had school uniforms, they faced serious deprivation in textbooks, stationery, meals, and transportation. These financial challenges adversely affected attendance, participation in extra classes, and concentration during lessons, leading to low academic achievement and reduced social engagement. The study concludes that economic deprivation remains a major obstacle to educational equity, limiting learning opportunities and holistic development. It is recommended that school managers and education stakeholders implement support initiatives like textbook banks, subsidised meal schemes, and transportation aid to close the resource gap, improve student participation, and enhance learning outcomes for students from single-parent households. A Project Report in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Post Graduate Diploma (Education) in the University of Education, Winneba SEPTEMBER, 2025 Mon, 01 Sep 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5338 2025-09-01T00:00:00Z