GHANA JOURNAL OF EDUCATION AND TEACHING

Reimagining University Teaching: The Promise of Flipped Classrooms for Developing 21st-Century Pedagogical Skills among Pre-Service Teachers

Richardson Addai-Mununkum — 2026-08-18

The practicality of using learner-centred pedagogy in university teaching has received limited attention, with many practitioners dismissing its applicability in higher education settings. Yet, student teachers preparing for professional practice ought to experience and practise learner-centred and innovative pedagogies during their training, if they are to successfully implement them in their classrooms. This study assessed the extent to which pre-service teachers perceived the value of learner-centred and integrated pedagogies in developing their pedagogical skills through a pilot flipped-classroom approach in a pre-service teacher education course. Employing a descriptive study design, data were collected from 202 Level 100 pre-service teachers at the University of Education, Winneba (UEW) who experienced flipped classroom instruction in a professional education course. Findings indicate that pre-service teachers rated learner-centred and integrated pedagogies highly, describing them as authentic and meaningful ways of learning to teach. Students reported significant development of critical thinking skills, with more than 80% expressing increased self-efficacy and strong intention to use learner-centred pedagogies in their future teaching practice. Despite challenges in large-class implementation, the flipped classroom model offers a promising pathway to overcome these barriers by extending learning beyond classroom contact hours. The study recommends systematic training and support for higher education lecturers to build competence in employing learner-centred pedagogies, ensuring pre-service teachers are holistically developed and adequately equipped with pedagogical skills required for effective 21st-century teaching and learning.

Safety First: Determinants Of Drinking Water Preferences Among Tertiary Students in a Ghanaian University

Yaw Asamoah — 2026-08-18

Access to safe drinking water in Africa is a serious public health concern, and it is relevant for attaining SDG 6.1. Among university students in Ghana, determinants of drinking water source preferences remain understudied despite their distinct residential, financial, and institutional contexts. Underpinned by Ajzen’s Theory of Planned Behaviour, which links perceived behavioural control, attitude, and subjective norms to water choice, this study examined the determinants of drinking water source preference among students of the University of Education, Winneba, using a sample of 400 students selected via stratified sampling from halls of residence and off-campus hostels during the second semester of the 2022/2023 Academic Year. Data were collected using a structured questionnaire, and analysis employed descriptive statistics and multinomial logistic regression. Key findings indicate that sachet water was students’ most preferred source (OR?= 7.988; p = 0.005 for perceived healthiness), primarily due to perceived safety, even though piped water was most available. Reliability perceptions (OR?= 0.099; p = 0.002 for pipe-borne water) and financial responsibility were also significant predictors. The study found no significant relationship between place of residence and drinking water preference. The study recommends that the University management and hostel owners install water storage infrastructure and filtration systems, conduct regular water quality testing, and subsidise the cost of safe water access for students. The findings represent the water situation as of the 2022 data collection period and should be read with that temporal context in mind.

Exploration of Pre-service Social Studies Teachers’ Perspectives on Supported Teaching in Schools: Implications for Policy and Practice

Cynthia Anim — 2026-08-18

This study explores pre-service Social Studies teachers’ perspectives on the Supported Teaching in Schools (STS) programme in Colleges of Education in the Eastern and Greater Accra Regions of Ghana. Grounded in a sequential explanatory mixed-methods design, the research combined quantitative data from 397 respondents with qualitative insights from interviews with 15 participants. The findings reveal that pre-service teachers hold generally positive perceptions of the STS programme, particularly regarding its ability to enhance their capacity to apply content knowledge and pedagogy, plan coherent instruction, set instructional outcomes, and design assessments. The programme also fosters a culture of learning and supports the development of professional competencies aligned with the National Teachers’ Standards. However, challenges such as inadequate resources, inconsistent mentorship, and limited institutional collaboration were identified as constraints to its effective implementation. The study concludes that while STS significantly contributes to teacher preparation, strengthening mentorship structures and institutional partnerships is essential to maximise its impact. Policy recommendations are provided to improve the effectiveness of the programme and sustainability within Ghana’s teacher education system.

Emotional Intelligence as a Predictor of Teacher Self-Efficacy Among Religious and Moral Education Teachers in the Accra Metropolis

Andrews Acquah — 2026-08-18

This study investigated emotional intelligence as a predictor of teacher self-efficacy among Religious and Moral Education (RME) teachers in public basic schools in the Accra Metropolis, Ghana. Guided by the ability model of emotional intelligence and Bandura’s self-efficacy theory, the study adopted a cross-sectional descriptive survey design within the positivist paradigm. A census strategy was employed to include all 441 RME teachers in the metropolis. Data were collected using adapted versions of the Wong and Law Emotional Intelligence Scale (WLEIS) and the Teachers’ Sense of Efficacy Scale (TSES). Data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that RME teachers exhibited high levels of emotional intelligence. Similarly, the teachers demonstrated high levels of teacher self-efficacy in instructional strategies, classroom management, and student engagement. Finally, the study found that emotional intelligence significantly and positively predicted teacher self-efficacy. It was recommended that the Ghana Education Service and Colleges of Education integrate structured emotional intelligence training covering self-emotion appraisal, appraisal of others’ emotions, use of emotion, and emotion regulation into pre-service teacher education curricula and in-service professional development programmes for RME teachers.

From Recall to Reasoning: A Systematic Review of Cognitive Demand in Technical and Vocational Mathematics Assessment

Akwasi Sakyi Denteh — 2026-08-18

Technical and Vocational Education and Training (TVET) must prepare graduates to solve complex work-related problems in the era of Industry 5.0. This function of TVET is consistent with Sustainable Development?Goal (SDG) 4 on inclusive education. However, the mathematics curriculum in TVET centres leans mainly towards procedures rather than critical thinking and problem-solving. This systematic review consolidates studies on how cognitive demands in TVET Mathematics assessment have been investigated to identify salient findings and gaps. In accordance with the PRISMA protocol, this review was conducted using an exploratory design. The databases used comprise Google Scholar, Scopus, SAGE Online and Emerald. We searched for English-language peer-reviewed articles published between January 2015 and July 2025. Of?the 813 identified records, 37 studies were included that examined cognitive demands through lenses such as Bloom’s Taxonomy or Webb’s DOK. The findings were grouped into four question groups. Most cognitive demands?were expressed through classical taxonomies (32.5%), applied/contextual practices (29.7%), and Higher-Order thinking skills (HOTS) categories (24.3%). Regarding methodology, reviewed/synthesised designs (37.8%) and quantitative designs (27.0%) predominated among the findings. The majority of the research contributions were from Asia-Pacific (43.3%)?and Africa (24.3%). Findings from primary studies relevant to implementation show that interventions such as inquiry-based and technology-enhanced learning support?higher-order skills. Despite that, there are obstacles such as teacher under-preparation, a mismatch in the curriculum, and the dominance of low-level assessment items. The review indicated that to build 21st-century cognitive skills for life in the contemporary workplace, assessment should be fashioned as a context product. Nevertheless, systemic obstacles prevent widespread adoption in other states. TVET systems should invest in teacher professional development in HOTS pedagogies, an industry-driven curriculum, and the integration of technology into pedagogy.

Effect of Training and Development on Employee Performance in the University of Education, Winneba, Ghana

Ebenezer Kofi Addaquay — 2026-08-18

Training and development are crucial aspects of human resource management, enhancing an organisation's effectiveness by building employees’ skills, knowledge, and abilities. In academic institutions, these processes are vital since the performance of both teaching and non-teaching staff directly impacts the achievement of the educational vision and mission. Consequently, organisations should implement training programs that optimise employee potential and boost productivity. This paper investigated how training and development influence employee performance at the University of Education, Winneba, in Ghana's Central region. Using a quantitative approach and descriptive survey design, the study sampled 200 administrative staff, including senior and junior members, through purposive, stratified, and simple random sampling. Data collected via structured questionnaires were analysed with descriptive and inferential statistics in SPSS. Findings indicated that UEW largely addressed employees’ training needs through need-based training. Additionally, training needs were positively linked to employee performance and significantly influenced achievements. The study recommended regular, structured, need-specific training sessions for staff and ensuring sustainable funding from management to support ongoing training efforts.

Feedback as a Motivational Catalyst: The Mediating Role of Self-Efficacy in the Relationship Between Formative Assessment and Student Engagement Across Diverse Cultural Contexts in Ghana

Samuel Ofori Danquah — 2026-08-18

This study explored the relationship between formative feedback and student engagement among junior high school students in culturally diverse classrooms in Ghana, emphasising the mediating role of self-efficacy and the moderating influence of cultural context. Drawing on social cognitive theory and formative assessment principles, a cross-sectional survey was conducted with 600 students across six administrative regions. Data were analysed using descriptive statistics, Pearson correlations, and structural equation modelling (SEM), with bootstrapping techniques employed to assess mediation effects. The results revealed a strong positive relationship between formative feedback and student engagement (r = 0.273, p < 0.001), with self-efficacy serving as a significant partial mediator (indirect effect = 0.23, 95% CI [0.16, 0.30]). Cultural factors, particularly regional and ethnic differences, influenced the strength of this relationship, with students in urban regions such as Greater Accra experiencing greater engagement benefits from feedback. The SEM model demonstrated good fit (CFI = 0.958, TLI = 0.942, RMSEA = 0.045). Findings highlight the motivational power of formative feedback and the need for culturally responsive classroom assessment. Recommendations include enhancing teacher training to foster students’ self-efficacy and adapting feedback practices to diverse socio-cultural contexts.

STEM Perceptions and Barriers: The Influence of Gender and School Type among Junior High School Learners in the Central Region of Ghana

Victus Kumazah — 2026-08-18

This study explores the perceptions and barriers to Science, Technology, Engineering, and Mathematics (STEM) education among junior high school learners in the Central Region of Ghana, focusing on the influences of gender and school type. The research utilised a descriptive survey design, and a structured questionnaire was used to collect data from 1,030 learners across 20 public and 10 private schools. A three-stage, multi-stage sampling approach was used to select the learners and the districts. The findings indicate that learners generally held positive perceptions of STEM courses, with the overall mean score suggesting that STEM education is considered valuable and relevant for future opportunities. However, the study revealed a gender disparity in perceptions, with male learners (M = 2.60, SD = 0.354) exhibiting a significantly more favourable view of STEM subjects compared to their female counterparts (M = 2.50, SD = 0.378). Additionally, learners attending private schools reported a higher perception of STEM education compared to those in public schools, suggesting that resource availability and school infrastructure influence learners’ attitudes toward STEM. Despite the positive perceptions, the study identified significant barriers that hinder learners’ engagement with STEM education. Financial constraints, limited access to resources, inadequate mentorship opportunities, and insufficient school infrastructure were highlighted as key challenges. The study found that these barriers, rather than cultural or gendered societal expectations, primarily affect learners’ ability to pursue STEM fields. The influence of gender and school type on the barriers faced by learners was also significant, with public school learners reporting more challenges compared to private school learners. The findings call for specific solutions to address these barriers, with a focus on improving resource allocation in public schools, providing mentorship programmes, and fostering an inclusive educational environment that encourages both male and female learners to pursue STEM careers.

Perceptions of Public Basic School Teachers Regarding the Integration of ICT Tools into Teaching and Learning in the Ga North Municipality of Ghana

Selorm Kwashigah — 2026-08-18

This study employed a descriptive survey design to establish teachers’ perceptions of integrating Information and Communication Technologies (ICTs) into teaching and learning in public basic schools in the Ga North Municipality of Ghana. The researchers adopted both simple random and cluster sampling approaches to select the respondents. Eighty-four (84) teachers responded to the questionnaire, and results were analysed quantitatively using both descriptive and inferential statistics. The study was guided by five research objectives, four research questions, and one hypothesis. The study revealed that the available ICT tools were limited to personal laptops/desktops with internet connectivity and handheld smart devices. Also, the majority of the teachers did not use most of these ICTs frequently because they lacked the pedagogical competence in their use. Lack of ICT infrastructure was the main barrier to their integration into instruction. The findings revealed a strong positive correlation between public basic school teachers’ access to ICTs and the frequency of their use. The study recommended that education stakeholders support schools by providing well-equipped computer laboratories.

Teacher Education and Curriculum Alignment in History Education: A Bridge to Enhanced Learning Outcomes

Prince Essiaw — 2026-08-18

Education in Ghana faces a structural crisis rooted in a persistent misalignment between what colleges of education teach and what basic schools actually require. Despite this being a well-documented concern in Ghanaian education more broadly, no systematic study has examined the specific disconnect in history education. Colleges of education prepare history specialists for Junior High School teaching, yet history does not exist as a standalone subject at that level. At the same time, primary school teachers, who are required to deliver history as a discrete subject, receive no formal training in the discipline. This study addresses that gap through a mixed-methods investigation involving 100 participants: 50 student-teachers drawn from colleges of education affiliated to five major universities in Ghana, 30 in-service teachers, and 20 education administrators. The findings show that 96% of primary school teachers teach history without any specialised training, while 92% of history specialists reported serious concern about the mismatch between their preparation and available teaching positions. There was strong consensus across stakeholder groups, with 94% calling for systematic curriculum restructuring. Anchored in Biggs and Tang's (2011) Constructive Alignment Theory, the study develops the Teacher Education Curriculum Alignment Model (TECAM) as an analytical tool to examine the structural and functional dimensions of this misalignment. The findings point to the need for mandatory history training within primary education programmes, a revision of the college of education curricula to reflect how history is actually structured in basic schools, and stronger coordination between curriculum development bodies and teacher training institutions.

Teachers’ Use of Assistive Technology in STEM Instruction for Students with Visual Impairment in Inclusive Basic Schools in Ghana

Adam Awini — 2026-08-18

Assistive technology is important for improving access to Science, Technology, Engineering, and Mathematics (STEM) instruction for learners with visual impairment in inclusive classrooms. However, in Ghana, its use in inclusive basic schools remains limited and inconsistent. This qualitative multiple-case study explored how teachers use assistive technology in STEM instruction for learners with visual impairment in three historically inclusive basic schools in Ghana. All twenty-one (21) teachers teaching STEM-related subjects in the selected schools participated in the study. Data were collected through semi-structured interviews, classroom observations, and review of assistive technology resources, and were analysed thematically. The findings showed that teachers relied mainly on basic braille-related resources, while access to low-vision devices, digital tools, and specialised STEM assistive technologies was limited and uneven across schools. Assistive technology was used primarily to improve access to visual and text-based STEM content, support mathematical tasks, and promote participation in classroom activities. However, such use was not consistent and was often dependent on the availability of resources and teachers’ confidence in using them. Factors that supported integration included teacher training, collaboration with specialists, supportive school leadership, and resource availability. Key barriers included inadequate training, limited and costly assistive technology, weak infrastructure, curriculum and assessment pressures, and insufficient institutional support. The study concludes that although teachers show commitment to inclusive STEM instruction, sustained use of assistive technology is constrained by inadequate resources and weak support systems. It recommends increased provision of STEM-related assistive technology, continuous teacher professional development, and stronger school-level support to improve inclusive STEM instruction for learners with visual impairment in Ghana.

Participatory Leadership, Teacher Creative Thinking and Instructional Preparedness in Basic Schools: Evidence from the Kwadaso Municipality

John Opoku — 2026-08-18

This study investigated the role of participatory leadership in enhancing teachers’ creative thinking and instructional preparedness within the Kwadaso Municipal Assembly in Kumasi. A mixed-method research design, combining quantitative and qualitative approaches, was employed to provide a comprehensive understanding of the relationships among the variables. Purposive and simple random sampling techniques were used. Quantitative data were collected from 261 teachers and analysed using descriptive statistics to summarise responses, correlation analysis to examine relationships among constructs, and regression analysis to assess the predictive power of participatory leadership on teacher outcomes. Complementing the quantitative phase, qualitative data from 18 headteachers were gathered through open-ended items and analysed using Atlas.ti to identify thematic patterns that supported the statistical findings. Out of a total population of 767, the sample size for the study was 297. The results showed a strong positive correlation between participatory leadership and teachers’ creative thinking (r = 0.825, p = 0.000). Similarly, participatory leadership demonstrated a strong positive correlation with instructional preparedness (r = 0.926, p = 0.000). Regression analysis further revealed that even in the absence of participatory leadership, creative thinking (? = 0.744) remains statistically significant, whereas instructional preparedness (? = 0.388) may depend on additional contributing factors. The study concluded that headteachers should adopt and strengthen participatory leadership practices, actively involve teachers in school-level decision-making, and provide continuous professional learning opportunities to foster creative thinking and enhance instructional preparedness. It was recommended that education authorities should provide adequate resources and supportive environments that encourage collaboration, innovation, and continuous improvement in teaching and learning at the basic level.