UDSspace Collection:

EFFECTS OF LEADERSHIP STYLES ON JOB SATISFACTION OF BASIC SCHOOL TEACHERS AT THE SAGNARIGU MUNICIPALITY IN THE NORTHERN REGION OF GHANA.

2026-02-06T15:52:30Z

Title: EFFECTS OF LEADERSHIP STYLES ON JOB SATISFACTION OF BASIC SCHOOL TEACHERS AT THE SAGNARIGU MUNICIPALITY IN THE NORTHERN REGION OF GHANA. Authors: Bariham, I.; Sarah, M. Abstract: The leadership styles adopted by school administrators are among many variables that impact teachers' productivity and work satisfaction in educational settings. Schools with authoritarian leaders demotivate teachers and create unhappy employees, whereas schools with democratic and transformative leaders encourage creativity and innovation and increase employee satisfaction. Therefore, this study looked at how leadership style affected the job satisfaction of elementary school teachers in Sagnarigu Municipality. Four assumptions served as the foundation for the cross-sectional design used in the study. A convenient sampling strategy was employed to select 68 headteachers to complete a questionnaire for the study. Out of 650 teachers, Krejcie and Morgan's (1970) formula was employed to randomly select 242 teachers to complete a five-item Likert scale questionnaire for the survey. Using Cronbach's alpha formula, the questionnaire items' internal consistency (reliability coefficient) was verified. Victor's leadership styles scale, which had five items, had an alpha of r=0.741, while the Teachers' Job Satisfaction Scale (TJSS) had an alpha of r=0.670. The study found that a democratic leadership style was the most frequently employed in managing the schools, while autocratic leadership was the least used. It was further revealed that teachers were generally dissatisfied with their jobs. The study also discovered that the democratic, authoritarian, and laissez-faire leadership styles have no statistically significant effect on teachers' job satisfaction. However, the transformational leadership style correlated with the teachers' job satisfaction. The study recommends capacity building for primary school heads, blending the leadership styles in managing the schools, increasing salaries for teachers to boost their morale for high productivity, and further research to unravel why teachers were dissatisfied with their jobs.

IMPACT OF ICT TRAINING ON JUNIOR HIGH SCHOOL TEACHERS' PERFORMANCE IN TEACHING MATHEMATICS IN TAMALE METROPOLIS

2026-02-03T10:44:31Z

Title: IMPACT OF ICT TRAINING ON JUNIOR HIGH SCHOOL TEACHERS' PERFORMANCE IN TEACHING MATHEMATICS IN TAMALE METROPOLIS Authors: Bariham, I.; Wadudu, M. A.; Awolu, F. Abstract: This study employed a quasi-experimental research design to examine the influence of ICT training on the proficiency of mathematics educators after receiving instruction on incorporating Computer Aided Instruction (CAI) into their teaching and learning practices. The study also probed to determine if differences exist in the academic achievement of JHS students who were taught mathematics with CAI and those taught with Traditional Method of Instruction (TMI). Ten JHSs were randomly sampled where five schools served as experimental group and the remaining five as control group. Mathematics Achievement Test (MAT), Classroom Observation Schedules (COS), and questionnaires were employed to collect the data from teachers and students. Using SPSS version 20, the data was analyzed and presented in tables and graphs. The study's findings demonstrated a noteworthy enhancement in the proficiency of both teachers and students in mathematics subsequent to the ICT training. It was also discovered that ICT training had a statistically significant effect on the mathematics performance of both teachers and pupils, leading to a good conclusion. Lastly, teachers in the study area encountered obstacles such as a scarcity of ICT laboratories, the nonexistence of internet connectivity, and insufficient ICT resources. The study recommends the establishment of regional centers to train mathematics teachers on how to teach with ICT, supply laptops and computers to JHSs using the PPP model, and equip JHSs with digital content to support teaching and learning with technology.

PREPAREDNESS OF GHANAIAN SENIOR HIGH SCHOOL INSTRUCTORS FOR APPLICATION OF ONLINE LEARNING IN SOCIAL STUDIES INSTRUCTION AMID THE COVID-19 PANDEMIC

2026-02-03T10:41:30Z

Title: PREPAREDNESS OF GHANAIAN SENIOR HIGH SCHOOL INSTRUCTORS FOR APPLICATION OF ONLINE LEARNING IN SOCIAL STUDIES INSTRUCTION AMID THE COVID-19 PANDEMIC Authors: Bariham, I.; Rosana, S.; Kiio, O. M. Abstract: The COVID-19 pandemic brought about school shutdowns across the globe to prevent the spread of the virus. To avoid learning losses among students, online learning has been adopted by many countries including Ghana to continuously deliver instructions to learners. In Ghana, schools have been encouraged to reach out to students using virtual platforms but not without challenges. This research was therefore conducted in the Northern Region of Ghana to assess senior high schools teachers’ preparedness for the integration of online learning in Social Studies teaching and learning. Three research questions were posed to guide the study. The data was collected using checklist which assessed schools digital readiness for virtual learning. Questionnaires, as the second instrument for data collection, were administered to 972 students and 84 Social Studies teachers from 12 secondary schools. The internal consistency of the questionnaires were established using Cronbach alpha formula which yielded r = 0.89 for teachers and r = 0.73 for the students. The study discovered that all schools had ICT laboratories and were connected to electric power for online learning. However, most classrooms were not connected to electricity to support virtual learning. Schools were not sufficiently equipped with ICT tools and lacked local ICT in education policy guidelines to guide E-learning. Teachers had content and pedagogical knowledge but lacked ICT technical skills do deliver online learning. Students’ rate of integration of digital technology in Social Studies learning was low and ineffective. The study recommends connecting classrooms with electricity and internet, supply schools with adequate ICT tools, train and guide schools to design their local ICT in education policies, and organize periodic in-service training for teachers to build their capacity on how to integrate online learning in Social Studies teaching and learning to improve students learning outcomes.

EXPLORING THE NEXUS BETWEEN TRAMADOL ABUSE AND PSYCHOSOCIAL WELL-BEING OF STUDENTS: EVIDENCE FROM JUNIOR HIGH SCHOOLS IN GHANA

2026-02-03T10:37:10Z

Title: EXPLORING THE NEXUS BETWEEN TRAMADOL ABUSE AND PSYCHOSOCIAL WELL-BEING OF STUDENTS: EVIDENCE FROM JUNIOR HIGH SCHOOLS IN GHANA Authors: Bariham, I.; Vida, K.; Kankpog, E. B. Abstract: Tramadol misuse has emerged as a critical social and public health conundrum among adolescents in Ghana, with limited evidence on its prevalence and psychosocial implications at the Junior High School (JHS) level. This cross-sectional survey was therefore conducted in JHS across 16 circuits in the Sagnarigu Municipality. Structured Questionnaire (SQ) was employed to collect the data from 60 students randomly sampled for the research. The internal consistencies of the items in the questionnaires was tested using Cronbach Alpha formula which yielded α=.81 which was acceptable for the research. The data were analyzed using inferential statistics such as chi-square tests, logistic regression analysis, and multivariate analysis of variance (MANOVA) to examine the prevalence, predictors, and the impact of tramadol abuse on psychosocial outcomes such as behavior, mood, interpersonal relationships, and anxiety. The findings revealed that 43.3% of respondents reported tramadol use, with varying frequencies from occasional to daily. Logistic regression identified age (p < 0.01) and grade (p < 0.05) as significant predictors of tramadol use. Chi-square tests discovered a significant correlation between tramadol use and interpersonal relationship changes (p < 0.001) as well as increased anxiety levels (p < 0.05). Similarly, the MANOVA results demonstrated that tramadol uses significantly affects behaviour, mood, relationship dynamics, and anxiety level of users (Wilks’ λ = 0.3855, p < 0.001). Based on these findings, it has been recommended that the GES support school-based intervention programmes that incorporates drug education into the school curriculum for awareness creation, family-centered intervention that empower parents with knowledge and skills to monitor their children and communicate effectively to them about tramadol consumption risks, strengthening drug regulations by law enforcement agencies to cut the supply of tramadol drugs, and provision of counselling, psychosocial support and rehabilitation to tramadol drug addicts.