Examining Occupational Stress on Family Cohesion: Implications to Women Professionals in Accra, Ghana

The study explored the causes and effects of occupational stress on family cohesion among women professionals in Accra, Ghana. Using a phenomenological case study design, a quota-sampling technique was used to sample the views of 15 women through semi-structured interview guide. The researchers analysed the data thematically. The data revealed several causes of stress among women professionals and these included excessive workload, poor working conditions, inadequate resources and lack of support system. The data also highlighted the effects of stress experienced by women professionals and this included family conflict and unity, ill-healthiness and procrastination of family/motherhood duties. The study therefore recommends that institutions should employ assistance to reduce workload, the institutions should consider more technological approach in their daily activities and women should participate in regular exercise and regular medical checkup to prevent them from ill-healthiness. Finally, the study also that revealed that there will be the need for women to start practicing behaviours that indicate family commitment. Keywords: Occupational Stress, Family Cohesion, Ill-Healthiness, Excessive Workload, Women Professionals and Procrastinatio

Women and Academic Leadership: The Case of Polytechnics in Ghana

The study investigated the factors that hinder women toward academic leadership and also to identify strategies to curb the situation. Using a qualitative research design, a convenience sampling technique was used to sample the view of nineteen female lecturers and one key informant (registrar) through semi-structured interview guide, the researchers adopted thematic way of analysing qualitative data. The data highlighted several factors that hinder women toward academic leadership and these included permeability of work and family boundary, gender inequality, ethnic favouritism and lack of motivation. The study also pointed out that affirmative action or equal opportunities, mentorship, training opportunities and scholarship could serve as the curbing strategies. It, therefore, recommend that the institutions should provide continuous learning, coaching, career guidance and opportunities for self-development; integrate equality base on promotion and appointment of lecturers to become leaders; publication of articles should be used as medium for promotion and awarding lecturers to become leaders which would help prevent favouritism; appoint women in key position for self development in academia; lecturers should undergo training or probation period to understudy a senior knowledgeable colleague for better job insight, and training courses for female lecturers on how to solve work related problem and mechanisms for approaching suitable solution and method for decision-making. Keywords: Permeability of Work and Family, Gender inequality, Female Lecturers, Mentorshi

Women with HIV and AIDS: The Case of Lower Manya Krobo District, Ghana

Ghana is a country in West Africa, which is facing the challenges of improving HIV and AIDS situation. The study investigated the causes, effects and coping mechanism used by female HIV-clients and AIDS-patients in Lower Manya Krobo District. This was a qualitative study underpinning by interpretative philosophical thought. It employed a case study approach and collected data using semi-structured interview guide. Snowball sampling technique was used to sample the view of ten (10) female HIV-clients and convenience sampling for four (4) female AIDS-patients and four (4) selected Key Informants. The data were analysed using thematic analysis. The study highlighted multiple factors that cause female in the Lower Manya Krobo District to be vulnerable to HIV infection. These included women sexual passivity, poverty, promiscuity and poor culture practice. The study also showed that loss of income and discrimination affected female with HIV and AIDS. Finally, the research unveiled that counselling, financial support; acceptance and visitation from friends help them to cope with the disease. Keywords: Female HIV-clients, Female AIDS-patients, Women Passivity, Poverty, Counselling, and Loss of Income

Examining Work and Family Conflict among Female Bankers in Accra Metropolis, Ghana

This study investigated the effects and solutions of work and family conflict among female bankers in Accra Metropolis. Using triangulatory mixed method design, a structured questionnaire was randomly administered to 300 female bankers and 15 female Bankers who were interviewed were also sampled by using convenient sampling technique. The researchers employed both qualitative and quantitative methods of analysing data. Mean and standard deviation were used for quantitative data while the interview data was thematically analyzed to explain issues as they emerged in the study. The data outlined several effects of work and family conflict among female Bankers and these included stressors, ill-health, premature retirement, psychological burnout and procrastination. The study also pointed out the solutions to the effects of work and family conflict by female bankers. The solutions included the need for institutions to open preschool closed to workplaces for interested nursing mothers to send their wards, family support system, regular medical checkup and antenatal leave/causal leave. It therefore, recommended that the banking institutions should employ more staff, implement shift system to help reduce the workload and long hours of sitting by female bankers; and regular medical checks and exercise to help improve the ill-health experienced by female bankers. Furthermore, the banks should consider more technological way of banking to help limit the number of customers who come to the banks each day. Keywords: Female Bankers, Work-Family Conflict, Stress, Ill-health, Regular Medical Checkup, Institutions opening Kindergarten Closed to Workplac

School Physical Resources and Senior High School Students’ Mathematics Performance in Sagnarigu Municipality of Northern Region, Ghana.

While factors that affect students’ academic performance have been well investigated, the extent to which school physical resources determine students’ performance in Mathematics, to the best knowledge of the researchers, has received less academic attention within the Sagnarigu Municipality and hence the need to delve into the area to determine whether there is a relation between school physical resources and students’ academic performance in mathematics. The study adopted a quantitative approach with a survey design involving 372 students and teachers who were selected through Simple Random sampling technique to participate. Questionnaire was used to gather primary data which was complemented by extensive literature review. Descriptive and inferential statistics were used to analyse the data that was collected from the field. An Ordinary Least Square regression model was used to test the predictive power of school infrastructure, school facilities and teaching and learning materials over students’ performance in mathematics after a correlation statistical test indicated that there were multi-collinearity issues. The analysis revealed that students’ performance in mathematics was closely associated with school infrastructure, school facilities and teaching and learning materials. It was, therefore, recommended that stakeholders in education should ensure that Senior High Schools in Sagnarigu Municipal are given the needed infrastructure, facilities and instructional materials so as to improve instructional quality and raise students’ performance in Mathematics. Keywords: School Physical resources, Teaching and Learning Materials, Infrastructure, Facilities, Performance DOI: 10.7176/JEP/13-30-10 Publication date:October 31st 202

Effect of large class size and teacher-learner ratio on classroom management in early childhood educational centres in Ghana

Abstracts in English, Sotho and ZuluThe purpose of this study was to investigate how large class size and teacher-to-learner ratio affect classroom management in early childhood educational centres (ECECs) in Ghana. Using the concurrent triangulation mixed method design underpinned by the pragmatic philosophical thought, this study employed the descriptive survey on the quantitative phase and case study on the qualitative phase. The data were collected in three phases using a four-point Likert-type scale questionnaire, semi-structured interview and observational guide. The sample size for the study was 228 respondents. In the quantitative phase, a questionnaire was administered to preschool teachers and headteachers. The qualitative phase involved semi-structured interviews for preschool teachers and headteachers while observation was done in early childhood education centres with a class size of more than 70 pre-schoolers. The quantitative data were analysed using Pearson product-moment correlation coefficient, independent samples T-test, one-way analysis of variance (ANOVA), frequency, percentages, mean and standard deviation. The qualitative data were analysed using counting and thematic analysis. The study outlined several behavioural patterns exhibited by pre-schoolers in large class size. It emerged from the study that out of seat behaviour, physical aggression, verbal aggression and talking out of turns were all behavioural patterns exhibited by pre-schoolers. Notwithstanding, the behavioural patterns exhibited by pre-schoolers, the ECECs were facing these challenges: 1) Inadequate seat and tables for pre-schoolers to feel comfortable, 2) The permeability between pre-schoolers and TLMs ratio, 3) Inability to organise exercise and class tests regularly and 4) Teachers do not have enough time to pay attention to each pre-schooler. The study also pointed out that positive reinforcement, shaping, given prompt feedback and given clear instructions were effective classroom strategies used in managing pre-schoolers in large class size. It was recommended that preschool teachers should be equipped with rudimentary skills of handling pre-schoolers’ behaviour in ECECs and seminars should be organised for both trained and untrained preschool teachers on how to manage pre-schoolers behaviour in the classroom to upskill teachers. It was also established that preschool teacher should adopt concepts from the social constructivism theory by Lev Vygotsky where the social interaction, scaffolding and zone of proximal development were used to manage and reduce the heavy burdening from preschool teachers. There should be an appropriate classroom management plan under which the preschool teacher must operate, and this plan must be tailored to ECE trainee teachers during practicum to guide them in executing their duties in the classroom.Maikemisetso a thutopatlisiso eno e ne e le go batlisisa gore diphaposi tse dikgolo le rešio ya morutabana-go-morutwana di ama jang tsamaiso ya phaposiborutelo mo ditikwatikweng tsa dithuto tsa bana ba bannye (diEDEC) kwa Ghana. Thuto eno e dirisitse molebo o o tlhakaneng o o akaretsang molebo o o lebelelang dipalopalo le o o lebelelang mabaka mmogo, ka nako e le nngwe, o o theilweng mo mogopolong wa filosofi o o sa tlhokeng go tlhomamisa, mme e dirisitse tshekatsheko e e tlhalosang mo legatong le le lebelelang dipalopalo gammogo le thutopatlisiso ya tobiso mo legatong le le lebelelang mabaka. Go kokoantswe data mo magatong a le mararo go dirisiwa lekwalopotsolotso la dintlha-nne la sekale sa mofuta wa Likert, dipotsolotso tse di batlileng di rulagane le kaedi ya kelotlhoko. Bogolo jwa sampole ya thutopatlisiso e ne e le batsibogi ba le 228. Mo legatong le le lebelelang dipalopalo, barutabana ba barutwana ba bosetlabošweng le barutabanabagolo ba neetswe makwalopotsolotso fa kelotlhoko yona e dirilwe kwa ditikwatikweng tsa thuto ya bana ba bannye tse di nang le diphaposiborutelo tse di nang le bosetlabošweng ba feta 70. Data ya dipalopalo e lokolotswe ka go dirisa tekanyetso ya maatla a kamano a dipharologantsho ya Pearson, Teko ya T (T-test) ya disampole tse di ikemetseng, tokololo ya letlhakore le le lengwe ya pharologantsho (ANOVA), bokgapetsakgapetsa, diphesente, pharologano ya palogare le ya tlwaelo. Data e e lebelelang mabaka e lokolotswe go dirisiwa tokololo ya go bala le morero. Thutopatlisiso e tlhagisitse mekgwa ya maitsholo e le mmalwa e e bontshitsweng ke bosetlabošweng mo diphaposiborutelong tse dikgolo. Mo thutopatlisisong go tlhageletse gore go emelela mo setilong kwa ntle ga go kopa tetla, go nna dikgokanyana le dipuo tse di botlha ke mekgwa ya maitsholo a a bontshitsweng ke bosetlabošweng. Kwa ntle ga maitsholo a a bontshitsweng ke bosetlabošweng, diECEC di ne di lebane le dikgwetlho tseno: 1) Ditilo le ditafole tse di sa lekanang gore bosetlabošweng ba ka nna ka tshosologo, 2) Go tlhoka tekatekano magareng ga bosetlabošweng le rešio ya TLM, 3) Go tlhoka bokgoni jwa go rulaganya ditirwana le diteko tsa mo phaposing gangwe le gape le 4) Barutabana ga ba na nako e e lekaneng go tota setlabošweng mongwe le mongwe. Gape thutopatlisiso e bontshitse gore maatlafatso, go bopa, go tsiboga ka bonako le go naya ditaelo tse di utlwalang ke ditogamaano tse di bokgoni tsa mo phaposiborutelong tse di dirisediwang go laola bosetlabošweng mo diphaposiborutelong tse dikgolo. Go ne ga tshitshinngwa gore barutabana ba bosetlabošweng ba tshwanetse go nna le dikgono tsa motheo tsa go kgona go samagana le maitsholo a bosetlabošweng kwa diECEC mme go tshwanetse ga rulaganngwa diseminara gore di tsenelwe ke barutabana ba bosetlabošweng ba ba katisitsweng le ba ba sa katisiwang malebana le tsela ya go tsamaisa maitsholo a bosetlabošweng mo phaposiborutelong go maatlafatsa barutabana. Go lemogilwe gape gore morutabana wa bosetlabošweng o tshwanetse go dirisa megopolo go tswa mo tioring ya kagoloago ya ga Lev Vygotsky moo go dirisiwang tshusumetsano ya loago, tshegetso le go ela tlhoko sekgala magareng ga se morutwana a ka se dirang kwa ntle ga thuso le se a ka se dirang fa a thusiwa go tsamaisa le go fokotsa morwalo mo barutabaneng ba bosetlabošweng. Go tshwanetse ga nna le thulaganyotsamaiso e e maleba ya phaposiborutelo e morutabana wa bosetlabošweng a tshwanetseng go dira ka yona, mme thulaganyo eno e tshwanetse go rulaganyediwa barutabana ba ba mo katisong ya ECE go ba kaela tsela ya go diragatsa ditiro tsa bona mo phaposiborutelong.Inhloso yalolu cwaningo bekuwukuphenya ukuthi ubukhulu bekilasi nesilinganiso sikathisha-nomfundi kuthinta kanjani ukuphathwa kwekilasi ezikhungweni zemfundo yezingane ezisakhula (ECECs) eGhana. Kusetshenziswa ukusongozwa kwecebo lwendlela exubile kanxantathu okusekelwa umcabango wesifundo semibono mayelana nolwazi ngezindlela zakudala zokucabanga, lolu cwaningo lusebenzise inhlolovo echazayo ngesigaba sobuningi kanye nesifundo esigabeni sekhwalithi. Imininingwane yaqoqwa ngezigaba ezintathu kusetshenziswa uhlu lwemibuzo lwesikali sohlobo lwe-Likert olunamaphuzu amane, izingxoxo ezihleliwe kanye nomhlahlandlela wokubheka. Usayizi wesampula wocwaningo kwaba ngu-228 abaphendulile. Esigabeni sobuningi, uhlu lwemibuzo lwanikezwa othisha basenkulisa nothishanhloko. Isigaba sekhwalithi sibandakanya izingxoxo ezihleliwe zothisha basenkulisa kanye nothishanhloko ngenkathi ukubhekwa kwenziwa ezikhungweni zemfundo yezingane ezisakhula ezinosayizi wekilasi labafundi basenkulisa abangaphezu kuka-70. Imininingwane yobuningi yahlaziywa kusetshenziswa umqondo kaPearson wezibalo zokuhlola ezikala ubudlelwano bezibalo, phakathi kokuhluka okubili okuqhubekayo, ukuqhathanisa amaqembu amabili azimele okubhekwayo, ukuhlaziywa kwendlela eyodwa yokuhluka (ANOVA), imvamisa, amaphesenti, isilinganiso kanye nokuchezuka okujwayelekile. Imininingwane yekhwalithi ihlaziywe kusetshenziswa ukubala kanye nokuhlaziya ingqikithi. Ucwaningo luveze amaphethini okuziphatha ambalwa aboniswa abafundi basenkulisa ekilasini losayisi omkhulu. Ocwaningweni kuvele ukuthi ukuziphatha kwesihlalo, ukuhlukumeza, ukuthukana nokukhuluma ngendlela enobuwula konke yizindlela zokuziphatha ezivezwa yizingane zasenkulisa. Noma kunjalo, amaphethini okuziphatha aboniswa abafundi basenkulisa, ama-ECEC ayebhekene nalezi zinselele: 1) Ukunganeli kwezihlalo namatafula ukuze izingane zasenkulisa zizizwe zikhululekile, 2) Isimo sokungeneka phakathi kwabafundi basenkulisa kanye nesilinganiso se-TLMs, 3) Ukungakwazi ukuhlela umsebenzi wokuzivocavoca. kanye nezivivinyo zamakilasi njalo futhi 4) Othisha abanaso isikhathi esanele sokunaka ingane ngayinye yasenkulisa. Ucwaningo luphinde lwaveza ukuthi ukuqinisa okuhle, ukubumba, ukunikezwa impendulo esheshayo kanye nemiyalelo ecacile kwakungamasu asebenzayo ekilasini asetshenziswa ekulawuleni izingane zasenkulisa ekilasini elingusayizi omkhulu. Kwatuswa ukuthi othisha basenkulisa kufanele bahlonyiswe ngamakhono ayisisekelo okusingatha ukuziphatha kwezingane zasenkulisa kuma-ECEC futhi kufanele kuhlelwe izingqungquthela zabo bobabili othisha basenkulisa abaqeqeshiwe nabangaqeqeshiwe mayelana nendlela yokulawula ukuziphatha kwezingane zasenkulisa ekilasini ukuze kuthuthukiswe othisha. Kwaphinde kwasungulwa ukuthi uthisha wasenkulisa kufanele athathe imiqondo evela kuLev Vygotsky yokucatshangwayo kweqembu lenhlalo elakha izinto lodwa lapho ukusebenzelana komphakathi, indlela lapho othisha benikeza uhlobo oluthile lokusekelwa kubafundi njengoba befunda futhi bethuthukisa umqondo omusha kanye negebe phakathi kwalokho umfundi asekwazile ukukwenza kanye nalokho angakwazi ukukwenza kahle ngokwesekwa kwasetshenziswa ukulawula nokunciphisa umthwalo osindayo ovela kothisha basenkulisa. Kufanele kube nohlelo olufanele lokuphatha ikilasi okumele uthisha asebenze ngaphansi kwalo, futhi lolu hlelo kumele lwenzelwe othisha abaqeqeshwayo be-ECE ngesikhathi sengxenye engokoqobo yesifundo sokufunda ukuze babaqondise ekwenzeni imisebenzi yabo ekilasini.Early Childhood EducationPh. D. (Education (Early Childhood Development)

Knowledge Transfer Practices: A Means of Sustainable Career Development Among Non-Academic Senior Members in Ghana

The goal of this article is to look into how knowledge transfer practices might help non-academic senior members in Ghana maintain their career progress. The research was founded on interpretive philosophical assumptions, and a multiple case study design was employed to gain a comprehensive understanding of knowledge transfer methods among non-academic senior members of Ghanaian universities. Non-academic senior members of the Kwame Nkrumah University of Science and Technology (KNUST) and University of Cape Coast (UCC) and University of Ghana (UG) make up the study's population. The non-academic senior members of the study were chosen from fifteen (15) colleges within the institutions, and data was acquired through semi-structured interviews. The data was analyzed using thematic analysis. The results show that face-to-face interaction, after-action reviews, discussion forums, documentation, workshops, brainstorming and seminars were the most common methods for knowledge transfer. Non-academic senior members benefit from this type of information transfer in their career paths and development. Institutions should build up a knowledge portal where personnel may readily access material from other units or sections within their context, according to the recommendations