International Journal for Early Childhood and Educational Research

Resilience and Self-Worth among Young Adults from Broken Homes in Ghana

2026-01-29T03:39:11+00:00

This research study is intended to provide perspectives on why there are lasting impacts of parental break-up and how better solutions could be found to provide assistance among future youth for mental health and well-being in similar circumstances. Participants in this research included four men and four women aged 18 to 29 years who were enrolled at the University of Ghana in Accra. These volunteers took the plunge that following a flyer from the recruitment committee inviting people to volunteer to tell their story to enable academic research, they volunteered to be interviewed. The private interviews with the researchers focused on participants’ lived experiences. It turned out that young adults hailing from broken homes had experienced abandonment, rejection, and negative self-perception, which had limited their sense of their own value. It was recommended that children from broken homes should have access to counselling services. Providing mental health support: Creating and providing access to support groups tailored to young adults who grew up in broken homes.

Assessing Teachers’ Knowledge and Attitude on Gender Based Pedagogy (GBP) in Public Primary Schools in Ijebu Ode Local Government, Ogun State, Nigeria

2026-01-29T04:10:59+00:00

This study assessed teachers’ knowledge and attitudes toward Gender Responsive Pedagogy in public primary schools in Ijebu Ode Local Government, Ogun State, Nigeria. Gender responsive pedagogy is a teaching and learning approach that acknowledges the specific needs, interests, and experiences of both female and male students to create a more inclusive and equitable classroom. This approach is effective in reducing sexual harassment cases in the school system, as the rate of Gender-Based Violence since COVID-19 has escalated among primary school pupils. GBV has become a deeply rooted issue across all levels of education, threatening learners' rights, undermining educational equity, and impeding sustainable development goals. Cultural norms that silence the voices of children—particularly girls—worsen the situation. A descriptive survey research design was adopted, and three research questions were raised using a purposive sampling method. 44 STEM teachers were trained on the use of gender responsive pedagogy to teach, and they were observed for a period of four weeks in their classrooms. A pre-test and post-test were done using a structured questionnaire titled "Gender-Responsive Pedagogy and Gender-Based Violence Questionnaire, designed to assess teachers’ knowledge, attitudes, and classroom practices. The findings showed that there was a significant difference in knowledge of teachers on GRP before and after the training as reflected in their mean scores (t = -4.738; df = 36; p<0.05) and attitude of teachers to GRP before and after the training as reflected in their mean scores (t = -6.491; df = 36; p<0.05). In addition, teachers’ knowledge, gender, and religion did not have a significant contribution to teachers’ attitude to Gender Respnosive Pedagogy (? = 0.25; t = 1.58; p>0.05); (? = 0.29; t = 1.82; p>0.05); (? = 0.51; t = 0.32; p>0.05). Therefore, the study recommended that for gender-responsive pedagogy to be fully realized, ongoing professional development, supportive policy frameworks, and school-level commitment are essential. Empowering teachers with the necessary tools, knowledge, and confidence will not only improve learning outcomes for all students but also contribute to broader societal progress toward gender equality.

Strategic Management of Structural Challenges in Private Higher Education Institutions to Enhance Public Outcomes in Ghana: A Total Quality Approach

2026-01-29T05:05:57+00:00

Private higher education institutions (PHIEIs) in Ghana face persistent structural challenges that affect their credibility, sustainability and contribution to national development. This study explored the strategic management of these challenges using a Total Quality Approach (TQA) to enhance public outcomes. Employing a mixed-methods design, the study combined quantitative analysis of participants biodata using descriptive statistics with qualitative insights from institutional leaders, faculty, students and regulators. The findings revealed four key strategies including a policy-oriented implementation road map for operationalizing TQA over a five-year period, leadership as a driver of quality-focused governance and innovation, the involvement of people in management decisions to foster ownership and accountability and a stakeholder engagement as a critical management and leadership strategy for legitimacy and sustainability. The study concludes that strengthening PHEIs requires a deliberate integration of quality-driven policies, transformational leadership, participatory governance and systematic stakeholder collaboration. Together, these provide a sustainable framework for enhancing quality, strengthening institutional resilience and improving public outcomes. The study recommends the adoption of a phased quality implementation road map, investment in leadership development, establishment of participatory governance structures and institutionalization of strategic stakeholder partnership to enhance credibility and improve public outcomes.

Lost in the Eco-struggle: A Post-colonial Ecocritical analysis of “Lost at the Beach.”

2026-01-29T05:36:50+00:00

This study is a textual analysis of a Ghanaian children’s literature book titled Lost at the Beach, using Post-Colonial Ecocriticism. The research examines how the story reflects and critiques the complex relationship between humans and nature. It highlights the environmental consequences of extractive practices, such as illegal sand mining, and the ways these are embedded in societal activities, economic systems, and the authority of adults. Central to the study is the symbolic role of the beach as a site of both cultural memory and ecological loss, and the position of young people. By focusing on the experiences of child characters, the narrative reveals how colonial legacies and adult decisions alienate younger generations from sustainable relationships with their environment. This study contributes to children’s literature scholarship by highlighting the capacity of literary texts to engage young readers with themes of ecological justice, cultural continuity, and resistance to exploitative systems. It also highlights the value of post-colonial ecocriticism as a framework for analyzing African children's literature in ways that center both environmental and decolonial consciousness.

Effectiveness of Management leadership styles on Teachers’ work satisfaction in Senior High Schools in the Effutu Municipality, Ghana

2026-01-29T11:25:07+00:00

This study examined the effectiveness of management leadership styles on employee work satisfaction in Senior High Schools in the Effutu Municipality of Ghana. The study specifically assessed the challenges faced by management in implementing effective leadership practices and explored the impact of different leadership styles on employee satisfaction. A descriptive survey design was employed, and data were collected from administrators and tutors across three Schools using structured questionnaires. The findings revealed that high workload, inadequate recognition and reward systems, and favoritism in task allocation were major challenges limiting the effective implementation of leadership strategies. Transformational and participative leadership approaches were found to positively affect employee motivation, engagement, and work satisfaction, while inconsistencies in performance-based rewards and limited participatory decision-making reduced their effectiveness. The study recommends reducing workload pressures, improving recognition and reward systems, providing leadership development opportunities, and adopting participative and transformational leadership approaches to enhance employee satisfaction in Senior High Schools.

Teacher Pedagogical Strategies in Early Childhood Education for Learners with Visual Impairment in Ghana: Evidence from Akropong and Wa Schools for the Blind

2026-02-10T07:35:41+00:00

Early childhood education (ECE) is a critical period for building language, early literacy foundations, concept development, independence, and socio-emotional participation. For learners with visual impairment, achieving these outcomes depends on teachers’ use of deliberate, developmentally appropriate, visual-impairment–responsive pedagogy (e.g., multisensory instruction, tactile learning, safe routines, and accessible assessment). This study examined teacher pedagogical strategies in ECE for learners with visual impairment in Ghana, drawing evidence from Akropong School for the Blind and Wa Methodist School for the Blind. Using a convergent mixed-methods approach, survey data were collected from early-grade teachers (N = 16) and analysed descriptively using frequencies/percentages and item means and standard deviations. Qualitative evidence from interviews and field notes was analysed thematically and organised under three research questions that focused on strategies used, instructional knowledge, and practical skills/confidence with implementation. Quantitative data findings indicate high reported use of core strategies that promote participation and access, including verbal mediation of visual content, multisensory teaching, structured classroom organisation, and peer-supported participation. However, implementation was less consistent for specialised early literacy and braille-readiness activities as well as mobility-friendly routines. Teachers’ instructional knowledge was generally moderate, with clearer gaps in areas requiring specialised preparation, for example, adapting play-based learning for non-visual access and using tactile materials and graphics systematically. Confidence was strongest for verbal mediation and classroom organisation, but weaker for pre-braille readiness and some play and assessment adaptations. Resource availability was a major constraint: early braille readers and books, tactile learning materials, and assistive technologies were largely unavailable or insufficient, alongside limited access to relevant professional development. Overall, the findings suggest that teachers employ practical inclusion-oriented strategies but require targeted capacity-building and improved resourcing to strengthen consistent, high-quality ECE provision for learners with visual impairment in Ghana’s schools for the Blind.