http://hdl.handle.net/123456789/15 2026-04-23T21:01:19Z 2026-04-23T21:01:19Z SAYIBU, A. http://hdl.handle.net/123456789/4612 2026-04-23T10:55:51Z 2024-01-01T00:00:00Z

Title: CONTRIBUTION OF HEADTEACHERS’ MANAGEMENT PRACTICES ON THE ACADEMIC PERFORMANCE OF BASIC SCHOOL LEARNERS’ IN SOME SELECTED JUNIOR HIGH SCHOOLS IN THE TAMALE METROPOLIS Authors: SAYIBU, A. Abstract: This study explores how headteachers’ management practices influence the academic achievement of learners in selected public junior high schools within Tamale Metropolis. It looks at particular practices, their effects on learning outcomes, and implementation issues. It is based on ideas of educational management and leadership. Within a pragmatic framework, a convergent parallel design was used in a mixed-methods approach. While questionnaires were used to collect quantitative data, headteachers and teachers were interviewed to obtain qualitative insights into their experiences and perceptions on learners’ academic performance. Using a census sampling technique, the study involved 100 participants, including 10 headteachers, 80 teachers, and 10 parents. The study focused on headteachers, teachers, and parents from ten chosen schools. Data collection methods included questionnaires, interviews, and observations, and analysis was done using descriptive statistics and thematic interpretation. The results show that head teachers use a variety of tactics, including collaborative decision-making, resource allocation, instructional monitoring, teacher professional development, and active parent and community participation. By improving instruction, encouraging discipline, and creating encouraging learning environments, these strategies have positive effects on academic achievement. Nonetheless, a number of issues were noted, such as poor instructional resources, high student-teacher ratios, a lack of financing, a lack of parental participation, and opposition to reform. These limitations prevent leadership initiatives from being fully effective. To address staffing and infrastructure shortages, the study suggests policy changes, more school-community collaboration, strategic resource mobilisation, and focused headteacher capacity-building programs. In public junior high schools, these strategies are crucial for raising academic achievement and management efficacy. Description: AWARD OF MASTER OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT AND PLANNING

2024-01-01T00:00:00Z AHENAKWA, A. D. http://hdl.handle.net/123456789/4611 2026-04-23T10:06:22Z 2025-01-01T00:00:00Z

Title: SCHOOL CLIMATE AND TEACHER JOB PERFORMANCE IN PUBLIC JUNIOR HIGH SCHOOLS: EVIDENCE FROM THE EAST GONJA MUNICIPALITY OF GHANA Authors: AHENAKWA, A. D. Abstract: This study examined the influence of school climate on teacher job performance in public junior high schools in the East Gonja Municipality of Ghana. Grounded in a pragmatist epistemological approach, the study employed a mixed-methods approach and a sequential explanatory design, combining quantitative data from the administration of a questionnaire with qualitative insights from semi-structured interviews conducted. Simple random and convenience sampling techniques were used to sample 259 respondents for the quantitative aspect and 6 participants for the qualitative aspect of the work. A total of 230 teachers and 29 headteachers participated in the research. The study's findings revealed that the dominant school climate experienced by teachers is an open school climate, followed by autonomous and controlled school climates. The results further demonstrated a significant positive relationship between school climate and teacher job performance, with factors such as administrative support, teacher collaboration, safety, and resource availability playing critical roles. The study identified strategies such as promoting professional development, fostering supportive leadership, and creating safe and inclusive environments as essential for enhancing teacher performance. It concludes that a positive school climate is integral to improving teacher effectiveness and, by extension, student outcomes. The study recommends that school leaders ensure teachers are actively involved in school decisions, encourage open and respectful communication between staff and administration, and create opportunities for teamwork and shared responsibility in planning and problem-solving. Description: AWARD OF MASTER OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT AND PLANNING

2025-01-01T00:00:00Z ANNOH, E. Y. http://hdl.handle.net/123456789/4593 2026-04-13T15:18:17Z 2025-01-01T00:00:00Z

Title: STUDENTS’PERCEPTIONOFSCHOOLGUIDANCEPROGRAMME ANDITSIMPLICATIONFORCOUNSELLINGPATRONAGEAMONG SHSs WITHINTAMALEMETROPOLIS Authors: ANNOH, E. Y. Abstract: This study aimed to examine students' perceptions of the school guidance programme and its implications for counselling patronage among Senior High Schools within the Tamale Metropolis. Employing a descriptive research design grounded in the positivist philosophical paradigm, the study utilized a proportional stratified sampling technique to select four Senior High Schools within the Tamale Metropolis. The population for the study was 14,453 being form 1, 2 and 3 students from the four selected schools and a sample of 400 respondents were selected for the study. A self-developed structured questionnaire was used to gather the requisite data for the study. Data was analysed using descriptive statistics, including frequencies, percentages, means and standard deviation. The study revealed that students have positive attitude towards the school guidance programme and consider it as effective and beneficial in addressing their academic, career, personal and anxiety concerns. The study also indicated that students’ perceptions of the school guidance programme in relation to its effectiveness and benefits influence their utilization of counselling service. The study recommended that, school authorities and guidance coordinators should provide regular and on-going information about the school guidance programme for students throughout their academic journey and continue with the provision of high-quality and effective services that address the diverse needs of students. Description: REQUIREMENTFORTHEAWARDOFMASTEROFPHILOSOPHY INGUIDANCEANDCOUNSELLING

2025-01-01T00:00:00Z FUACHIE, D. http://hdl.handle.net/123456789/4591 2026-04-13T14:39:06Z 2025-01-01T00:00:00Z

Title: FACTORS AFFECTING STUDENTS LEARNING OUTCOME IN MATHEMATICS AMONG SENIOR HIGH SCHOOLS IN THE TAMALE METROPOLIS Authors: FUACHIE, D. Abstract: The purpose of this study was to investigated the factors affecting students’ learning outcomes in mathematics among Senior High School (SHS) students in the Tamale Metropolis. The philosophy underpinning this study is the positivism. The descriptive survey design and quantitative approach were adopted for the study. The population consists of 385 students from selected public SHSs through a combination of stratified and simple random sampling techniques. An adapted and modified questionnaire was used for the data collection. Descriptive Statistics (Frequencies and Percentages, Mean and standard Deviation) were used to analysed the data. The findings revealed that high levels of test anxiety negatively impact students’ ability to retain and apply mathematical knowledge. Peer relationships had both positive and negative effects, depending on the nature of peer interaction. A supportive classroom atmosphere, characterized by teacher motivation and effective classroom management, was found to enhance learning outcome. Furthermore, the study found that parental involvement, especially in terms of providing learning materials and maintaining strong relationships with teachers, positively influenced students’ learning outcome. Based on these findings, it is recommended that schools implement support programs such as test anxiety reduction workshops, peer mentoring initiatives, and teacher professional development programs should emphasize inclusive teaching strategies, effective classroom management, and the creation of emotionally supportive learning spaces. Additionally, parents should be encouraged to take a more active role in supporting their children's academic life, regardless of their educational background. Description: REQUIREMENTS FOR THE AWARD OF MASTER OF PHILOSOPHY IN MEASUREMENT AND EVALUATION.

2025-01-01T00:00:00Z