scholarly journals Differences in Leadership Styles of Principals in Public Colleges of Education in Ghana Based on their Personal Characteristics

2019 ◽  
pp. 78-85 ◽  
Author(s):  
Kweku Esia-Donkoh
Keyword(s):  
Leadership Styles ◽  
Work Experience ◽  
Tertiary Education ◽  
Target Population ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Academic Qualification ◽  
Education In Ghana

The study investigated the differences in leadership styles exhibited by principals of public Colleges of Education in Ghana in relation to their sex, age, years of work experience, and academic qualification. The cross-sectional survey design was adopted for the study. The target population was made up of all 46 principals of public Colleges of Education in Ghana. The target population consisted of all 38 public Colleges of Education which were in existence before the absorption of eight private Colleges of Education by the government of Ghana into public system. The purposive sampling technique was used to select 38 principals for the study. The Multifactor Leadership Questionnaire developed by Bass and Avolio (2004) was adapted to collect data. Means, standard deviations, t-test and ANOVA were used to analyse the data. The findings revealed that there were no statistically significant differences in the leadership styles of the principals of public Colleges of Education in Ghana based on their sex, age, and academic qualification. However, there were statistically significant differences in the leadership styles adopted by the principals in relation to their years of work experience. It was therefore concluded that many years of experience of principals of public CoEs in Ghana is critical for good leadership in these colleges. Among the recommendations was that the National Council for Tertiary Education (NCTE) should consider years of work experience in the selection and appointment of principals for public Colleges of Education in Ghana. Additionally, in-service training and refresher courses should be organized regularly by NCTE for principals on the leadership styles suitable for achievement of objectives and goals of their colleges.

scholarly journals Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Kweku Esia-Donkoh ◽  
◽  
David Kwame Quansah ◽  
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Survey Design ◽  
Tertiary Education ◽  
Sampling Technique ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

scholarly journals Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana

2021 ◽  
Author(s):  
Kweku Esia-Donkoh ◽  
David Kwame Quansah
Keyword(s):  
Leadership Styles ◽  
Leadership Style ◽  
Survey Design ◽  
Tertiary Education ◽  
Sampling Technique ◽  
Public Colleges ◽  
National Council ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.

scholarly journals Knowledge on Classroom Behaviour Modification Techniques of Pre-Service Teachers of Colleges of Education in Ghana

2020 ◽  
pp. 62-71
Author(s):  
Grace Yeboah ◽  
Eric Nyarko-Sampson ◽  
Linda Dzama Forde
Keyword(s):  
Classroom Management ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Colleges Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Behaviour Modification ◽  
Classroom Behaviour ◽  
Significant Difference ◽  
Education In Ghana

Classroom discipline is one of the most thought-provoking issues in modern education.Studies has it that students’ classroom misconduct interferes with teaching and learning and is believed to be a precursor to later school dropout and similar negative social outcomes. This study aimed at investigating the knowledge of pre-service teachers of Colleges of Education in Ghana on the concept of behaviour modification techniques in the classroom. A cross-sectional survey design was used for the study. Stratified and simple random sampling techniques were used to obtain a sample size of three hundred and sixty participants for the study. Data was collected using behaviour modification questionnaire developed by the researchers and analysed using SPSS data analysis software. The results show that most of the participants have insufficient knowledge on behaviour modification techniques for classroom management even though they exhibited strong knowledge on few of the items. At 5% level of significance, there was virtually no significant difference found to exist in pre-service teachers’ knowledge of behaviour modification practices in terms of gender difference. Furthermore, the study revealed that programme of study never had a significant effect on the pre-service teachers’ knowledge on classroom behaviour modification techniques. It is recommended that training programmes of teacher education should be reviewed to strengthen the knowledge of pre-service teachers on classroom behaviour modification techniques.

scholarly journals DEMOGRAPHIC CHARACTERISTICS OF TUTORS ON THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN THE COLLEGES OF EDUCATION

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Elizabeth Adoma Sefah ◽  
Samuel Obed Amoah ◽  
Henry Yaw Acheampong ◽  
Francis Britwum
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Public Colleges ◽  
Colleges Of Education ◽  
The Public ◽  
Technology In Teaching ◽  
Significant Difference ◽  
Information And Communication ◽  
Education In Ghana

The purpose of the study was to examine demographic characteristics of tutors on the integration of information and communication technology in teaching and learning in the Colleges of Education in Ghana. The descriptive survey design was used to conduct the study. The purposive sampling technique was used in the selection process. The sample size was 120 tutors. Independent sample t-test and One-way ANOVA were used to analyze the data. The findings showed that there is a significant difference between male and female tutors in their use of ICTs in teaching and learning in the public Colleges of Education in Ghana. The findings revealed that there is no significant difference between tutors with different age and their integration of ICT in teaching and learning. The findings again, indicated that there is no significant difference between the level of academic qualification and the use of ICTs among tutors. The results revealed that there is a significant difference between the use of ICTs among tutors based on their teaching experience. The study recommended that female tutors who could not effectively integrate ICT into the teaching and learning should be identified and supported to integrate ICT into the teaching of the subject. The study recommended that appropriate pedagogical models suitable for the integration of ICTs in teaching and learning should be developed by curriculum designers to assist tutors in their urge to employ them in the teaching and learning process. The study again, recommended that management of the public Colleges of Education in Ghana should seek sponsorship from internet service providers in Ghana to provide free or affordable and reliable internet connectivity in the colleges to facilitate effective use of ICTs in the teaching and learning in the Colleges of Education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

scholarly journals PREPARING FOR TRANSITION: A STUDY OF NEW COLLEGE PRINCIPALS’ SITUATION IN GHANA

2021 ◽  
Vol 12 (04) ◽  
pp. 20438-20448
Author(s):  
CAROLINE AGGREY FYNN
Keyword(s):  
Data Analysis ◽  
Goal Setting ◽  
College Of Education ◽  
Public Colleges ◽  
Leadership Transition ◽  
Colleges Of Education ◽  
Analysis Method ◽  
Interview Protocol ◽  
Education In Ghana ◽  
And Training

The importance of leadership transition in Colleges of Education in Ghana cannot be overemphasised due to its immense impact on quality teacher education and training. This requires that newly appointed principals prepare adequately for the transition. However, there is a seeming absence of research on the concept in the Ghanaian context. This qualitative study which employed the phenomenology approach, therefore, investigates how new college of education principals in Ghana prepare for the transition into their new role. The study purposively sampled ten (10) newly appointed principals of public colleges of education for the study. Interview protocol was used to collect the data for the study. The responses from participants were analysed using Colaizzi's phenomenological data analysis method. The result revealed that the newly appointed principals prepared for the transition by coping with the psychological, social and professional impacts of the new appointment to manage.  Goal setting was also paramount for their tenure of office. The study recommended that preparation prior to assumption of duty is necessary as it helps to get oneself ready for the role and for that matter the transition.

scholarly journals Moral Education and the Curriculum: the Ghanaian Experience

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Seth Asare Danso
Keyword(s):  
Public Schools ◽  
Moral Education ◽  
Religious Education ◽  
Tertiary Education ◽  
Social Institutions ◽  
Colonial Period ◽  
National Council ◽  
Colleges Of Education ◽  
Cape Coast ◽  
Post Colonial

Moral Education is provided by major institutions within the civil society.  The social institutions include the family, religious bodies, the mass media and the school.  This paper examined the nature of Moral Education that has been provided in the Ghanaian basic schools  during the pre-colonial period (1820 up to 1850), the colonial period (1851-1956) and the post-colonial period (1957-2017).  A theoretical framework was provided for the study based on three approaches to moral education, namely: Indoctrinative approach, Romanticist approach and Cognitive-Structural approach. A content analysis of educational policy documents and interviews were used for the collection of data.  The findings of the research revealed that one of the colonial policies that promoted Moral Education in Ghana was the teaching of morality in public schools based on Christianity, using the Indoctrinative approach. However, this religious approach to morality changed to secular approach during the post-colonial period in Ghana, due to the pluralistic nature of the Ghanaian society.  This led to the introduction of “Moral Teaching”, “Civics” and later “Citizenship Education”.  The study welcomed the current policy of separating Religious Education from Moral Education by introducing the teaching of “Civic and Moral Education” and “Religious Studies” at the Colleges of Education, as proposed by the National Council for Tertiary Education.  It finally recommended that the Department of Arts Education of the University of Cape Coast began to train teachers who will teach these two courses at the Colleges of Education level. This will equip the teacher trainees with the pedagogical knowledge and skills required for the effective implementation of this new Moral Education programme in Ghanaian basic schools.

scholarly journals Budgeting and Fund Allocation in Higher Education in Ghana

2013 ◽  
Vol 4 (9) ◽  
pp. 275-286
Author(s):  
Emmanuel Newman
Keyword(s):  
Higher Education ◽  
Performance Monitoring ◽  
Ad Hoc ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Monitoring And Evaluation ◽  
University Education ◽  
National Council ◽  
Education In Ghana ◽  
The Government

The National Council for Tertiary Education (NCTE) the coordinating body for tertiary education in Ghana) and the Ministry of Education established norms in the early 1990s to assist higher education institutions in planning and ensuring efficiency of their operations and foster performance monitoring and evaluation. The norms also serve as standardised input factors for budgeting and allocation of public funds for higher education. During the past years, budgetary allocation to higher education institutions for recurrent expenditure has fallen short of the norm-based costs. Indeed, the difference between the normbased costs of university education and resources made available to the institutions by the Government were 28.9% in 2005/06 and 23.4% in 2009/10. The consequence of the inability of the state to provide funds to meet the norm-based costs of higher education is the breakdown of norm-based budgeting which was instituted in the early 1990s and a reversion to incremental and ad-hoc budgeting without due regard to the volume of activities performed by the institutions. This development has had grave consequences for equity and efficiency in fund management in higher education. This work assesses the factors behind the discontinuance of the norm-based budgeting approach and the use of the incremental budgeting approaches in higher education in Ghana.

scholarly journals UNRAVELLING INGRAINED LEADERSHIP BEHAVIOURS AND STYLES IN WESTERN AND CENTRAL REGIONAL COLLEGES OF EDUCATION IN GHANA

2021 ◽  
Vol 1 (7) ◽  
pp. 46-64
Author(s):  
Francis Hull Adams ◽  
Jacob Issaka ◽  
Barbara Amoako Kissi
Keyword(s):  
Leadership Styles ◽  
Team Work ◽  
Working Relationships ◽  
Female Teacher ◽  
Colleges Of Education ◽  
Male And Female ◽  
Teacher Trainees ◽  
Regional Colleges ◽  
Central Regions ◽  
Education In Ghana

This study examined leadership behaviours and leadership styles of students and tutors of colleges of education in Western and Central Regions of Ghana. Four specific leadership behaviours were discussed. These include: Team work, Discipline and Loyalty, Working relationships and Attitudes to welfare issues. Traditionally known leadership styles such as "Democratic"; "Autocratic" and Laissez faire were discussed in relation to both students and tutors. Percentage views of both students and tutors were taken about the leadership behaviours and leadership styles, then an independent sample T-test of male and female teacher trainees" views about the four thematic leadership behaviours were computed and discussed. The study also revealed that there is a correlation between students" participation in decision-making and their levels. There is also a correlation between Principals" leadership styles and the number of years spent in College. Recommendations made include: Measures should be put in place by College authorities to create democratic, open and transparent administration to ensure that both students and tutors operate without fear of being maligned or discriminated against in the performance of their duties.

scholarly journals Public Health Workforce Burnout in the COVID-19 Response in the U.S.

2021 ◽  
Vol 18 (8) ◽  
pp. 4369
Author(s):  
Kahler W. Stone ◽  
Kristina W. Kintziger ◽  
Meredith A. Jagger ◽  
Jennifer A. Horney
Keyword(s):  
Public Health ◽  
Health Workforce ◽  
Work Experience ◽  
Large Scale ◽  
Health Workers ◽  
Public Health Workforce ◽  
Cross Sectional Survey ◽  
Public Health Response ◽  
Cross Sectional ◽  
The U.S

While the health impacts of the COVID-19 pandemic on frontline health care workers have been well described, the effects of the COVID-19 response on the U.S. public health workforce, which has been impacted by the prolonged public health response to the pandemic, has not been adequately characterized. A cross-sectional survey of public health professionals was conducted to assess mental and physical health, risk and protective factors for burnout, and short- and long-term career decisions during the pandemic response. The survey was completed online using the Qualtrics survey platform. Descriptive statistics and prevalence ratios (95% confidence intervals) were calculated. Among responses received from 23 August and 11 September 2020, 66.2% of public health workers reported burnout. Those with more work experience (1–4 vs. <1 years: prevalence ratio (PR) = 1.90, 95% confidence interval (CI) = 1.08−3.36; 5–9 vs. <1 years: PR = 1.89, CI = 1.07−3.34) or working in academic settings (vs. practice: PR = 1.31, CI = 1.08–1.58) were most likely to report burnout. As of September 2020, 23.6% fewer respondents planned to remain in the U.S. public health workforce for three or more years compared to their retrospectively reported January 2020 plans. A large-scale public health emergency response places unsustainable burdens on an already underfunded and understaffed public health workforce. Pandemic-related burnout threatens the U.S. public health workforce’s future when many challenges related to the ongoing COVID-19 response remain unaddressed.

scholarly journals Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career

2021 ◽  
Vol 8 (1) ◽  
pp. 1870803
Author(s):  
Usman Kojo Abonyi ◽  
Doreen Awhireng ◽  
Austin Wontepaga Luguterah
Keyword(s):  
Colleges Of Education ◽  
Education In Ghana
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