1,720,970 research outputs found
Ethical Leadership as a Predictor of Work Deviance Among Public Sector Workers in Administrative Offices in the Cape Coast Metropolis, Ghana: A Structural Equation Modelling Approach
Get PDFThe study focused on ethical leadership and work behaviours of public sector workers in administrative offices in Ghana. The quantitative cross-sectional survey was adopted to survey all public sector workers in active service. Ninety-two respondents were recruited online for the study. Data for the study were gathered using adapted ethical leadership and work deviance scales. Data collected were analyzed inferentially using the structural equation modelling (SEM) approach. The study revealed that people orientation (b=.222, p=.000), fairness (b=.351, p=.000), concern for sustainability (b=.432, p=.000), and ethical guidance (b=-.287, p=.000) significantly predicted work deviance. The study concluded that a high ethical leadership style could either maximize or minimize the likelihood of deviant work behaviour at the workplace. It is recommended that public sector leaders should first identify the root cause of work deviance in the workplaces within the Metropolis and put measures such as positive rewards, effective supervision, and infusion of ethical programmes into the workplace culture to minimize work deviance among administrative officers
Examining the Virtual Needs of Senior High School Headteachers in the Central Region of Ghana Amid Covid-19
Get PDFIn the era of COVID-19, school leaders require special skills and abilities to navigate their administrative roles. However, literature seems unclear on the virtual needs of Senior High School (SHS) headteachers in this era of COVID-19. Therefore, this study investigated the virtual needs of SHS headteachers in the Central Region of Ghana. The explanatory-sequential mixed method design was adopted, where 187 headteachers were conveniently and purposively sampled for the study (quantitative phase=180; qualitative phase=7). A researcher-designed questionnaire and semi-structured interview guide were used for data collection. The quantitative data were analysed using means and standard deviation, while the qualitative data were analysed thematically. The study found that headteachers possessed low virtual administrative skills and abilities in performing their duties. The study concluded that low virtual skills of the headteachers could be caused by the over reliance on the traditional method of educational administration practiced in most Ghanaian SHSs prior to the pandemic. Therefore, headteachers require purpose-driven training in virtual administrative skills and abilities in order to perform their duties
Emotional Intelligence of Headteachers in the Senior High Schools in Ghana: A Conundrum?
Get PDFThe study employed the explanatory sequential mixed methods design where quantitative and qualitative data sets were collected to address the research problem. Two hundred and sixty-two (262) headteachers were sampled randomly from the Central and Greater Accra regions of Ghana for the quantitative phase of the study whilst eight (8) headteachers were subsequently sampled purposively for the qualitative phase of the study. The quantitative data were analyzed using means and standards deviations whilst the qualitative data were analyzed using content analysis. The study found that the emotional intelligence of the headteachers was low. The study further established that the academic qualification of the headteachers was not a significant predictor of their Emotional Intelligence (EI). However, the gender and age of the headteachers predicted their EI significantly. It was concluded the EI level of the headteachers may affect how they lead and manage their respective schools. It is recommended that periodic pragmatic and purposeful in-service and workshops in EI should be provided for headteachers in the study area by the Metro Directorate of Education. Furthermore, the Circuit Supervisors, Metro Directors and the Ghana Education Service should liaise with the Ghana Psychological Council to provide psychological support for the headteachers in the Senior High Schools within the study area. Finally, the Ministry of Education through the Ghana Tertiary Education Commission should ensure that teacher education programmes that are offered in the institutions of higher learning in Ghana have contents in the area of emotional intelligence and educational leadership to equip headteacher in the management of their schools
Internship Supervision Training: Perception and Experiences of Supervisors in Tertiary Institutions in Ghana
Get PDFThe study focused on the perception and experiences of internship supervisors in tertiary institutions, specifically, University of Education, Winneba (UEW), regarding internship supervision training they served as participants. Using a descriptive quantitative survey, a sample of 179 out of 315 faculty members were conveniently sampled for the study. The perception and experiences of respondents were measured using an adapted scale developed by De Vellis (2012). The data collected were analyzed descriptively and inferentially. The study revealed that internship supervisors had positive perception and experiences about internship supervision training. However, their perception and experiences were not influenced by their gender. Therefore, it was concluded that internship supervisors had positive perception and experiences about the need for internship supervision training. It was recommended that tertiary institutions in Ghana, specifically, UEW which is mandated to provide schools with quality professional teachers, make internship supervision training a core component of selecting supervisors to assess interns during internship so that the best and most qualified faculty member can be used for this vital activity
Teacher participation in decision-making in Ghanaian basic schools: a study of some selected basic schools in the Cape Coast Metropolitan area and Mfantseman Municipality in the Central Region of Ghana. Volume 1 and 2
No full textThis study explored the current levels and challenges/barriers facing teacher participation in school decision-making in the Cape Coast Metropolitan area and Mfantseman Municipality in the Central Region of Ghana. The study employed the explanatory sequential mixed method design involving semi-structured interviews with 11 teachers, 4 head teachers and 4 circuit supervisors. Furthermore, questionnaires were administered to 209 teachers, 26 head teachers and 11 circuit supervisors. The SPSS version 20 and the Nvivo software version 10 were used to analyse the questionnaire survey and the semi-structured interview. In a micro ethnographic study, teachers and head teachers from 2 schools that recorded the highest and lowest teacher participation in school decision-making were subsequently observed during staff and Parent Teacher Association (PTA) meetings. In addition, their documents such as staff and PTA minutes books were also analysed. Classroom, committee/group and school levels emerged as the levels of teacher participation in school decision-making. However, few teachers were found participating at the school level, while the majority participated at the classroom level, with some at the committee/group level. The study found that unilateral decisions by head teachers, unimplemented decisions and insufficient funds were the challenges/barriers to teacher participation in school decision-making. Nevertheless, almost all the teachers, head teachers and circuit supervisors agreed that there should be regular training for head teachers with regard to the tenets of school decision-making and leadership to enable them fully involve teachers in all issues concerning the school. The study concludes that for teachers to participate fully in all school decision-making and for schools to improve, head teachers need to motivate teachers, consult them, trust and be transparent to them in all school related issues. Furthermore, the researcher recommends a nationwide training of head teachers and decentralisation of power in schools. At the school level, teacher empowerment, creating instruction-oriented structures and teacher motivation are the key to effective teacher in PSDM
Teacher participation in decision-making in Ghanaian basic schools: a study of some selected basic schools in the Cape Coast Metropolitan area and Mfantseman Municipality in the Central Region of Ghana. Volume 1 and 2
No full textBreaking the Glass Ceiling in Ghanaian Colleges of Education: Structural and Cultural Barriers to Women’s Leadership
No full textEven though the world is making progress towards gender equality in education, women are still not well represented in academic leadership, especially in Sub-Saharan Africa. This study investigates the attitudes of male educators in Ghanaian Colleges of Education (CoEs) regarding women's leadership and how these perceptions perpetuate gender inequality. 30 male educators from six CoEs in the Ashanti Region participated in semi-structured interviews and focus groups as part of the study's qualitative phenomenological design, which was based on role congruity theory and hegemonic masculinity. Thematic analysis identified four key findings: ambivalence about women's leadership abilities, institutional barriers that favour men, cultural stereotypes that reinforce patriarchal norms, and contested support for gender-inclusive policies. Although some males recognised female leaders' abilities, cultural ideas and institutional norms nevertheless viewed leadership as a male-dominated field. The study found that men's perceptions play an active role in shaping leadership chances for women, rather than being neutral. Addressing gender inequality in academic leadership, therefore, requires more than numerical representation; it demands cultural transformation, institutional accountability, and male allyship. The study underscores the importance of reframing gender equity as a shared organizational responsibility, with policy implications for leadership development, mentorship, and affirmative action within Ghana’s CoEs
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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