Lecturers’ Perceptions of Performance Appraisal Practices in Colleges of Education in The Volta Region of Ghana

Students need guidance and counselling at various levels of their educational development. The general purpose of this study was to find out teacher-trainees’ perception of guidance services offered in Colleges of Education in the Volta Region of Ghana. The research study was guided by Existential theory and Humanistic person-centred theory. The study is a quantitative research which employed descriptive survey design. A sample size of 346 respondents made up of teacher-trainees was selected from seven Colleges of Education in the Volta Region using a multi-stage sampling procedure with purposive, quota, convenience and simple random sampling techniques. Data was collected with a 55-item researcher-made questionnaire with reliability coefficient of 0.89 alpha and content validity was established for the items. One-Way Analysis of Variance (ANOVA) and Independent samples t-test were used to analyze the four research hypothesis stated for the study. The statistical packages for social sciences (SPSS) software application were used to test hypothesis at 0.05 significant level. The study reveals that guidance and counselling needs of teacher-trainees is the same for male and female. It was recommended that Ghana Education Service should ensure that trained and qualified counsellors are posted to the colleges to offer services that will meet the needs of teacher-trainees. Keywords : Teacher-trainees, Perceptions, Guidance services, Colleges of Education. DOI : 10.7176/RHSS/9-24-06 Publication date: December 31 st 2019

While substantial literature exists on the knowledge, attitude and behaviour among athletes on hydration, little is known about these variables in the Ghanaian context. In view of this dearth in literature, this study investigated the knowledge, attitude and behaviour among College of Education (CoE) athletes on hydration within the context of the KAP Model Theory in the Volta Region of Ghana. The study utilized the cross-sectional descriptive survey design with quantitative approach where 103 CoE athletes were sampled using random sampling technique. After checking for validity and reliability, a structured questionnaire was used to collect data for the study which was analyzed using descriptive statistics such as frequency counts, percentages, mean, standard deviation and inferential (Pearson Moment Correlation, Independent samples t-test and One way between ANOVA) statistics. The findings of the study revealed that even though Volta Zone College of Education athletes had fair knowledge and attitude towards hydration, they exhibited good behaviour towards hydration. Besides, the findings further revealed that athletes’ knowledge, attitude and behaviour towards hydration was not statistically significant as knowledge had weak association on attitude whereas attitude had a much weaker association with behaviour. Additionally, athletes’ demographic variables such as age and gender did not significantly influence their knowledge, attitudes and behaviours towards hydration. Hence, the study identifies the need to recommend for new learning strategies for teacher trainees and athletes to improve their knowledge, attitudes, and practices with regards to hydration.

Purpose: This study examines the relationship between governance practices, leadership styles and institutional performance in Colleges of Education in the Volta Region of Ghana. With their transition into degree-conferring institutions, the need for effective governance and leadership is imperative. The study was grounded in Agency Theory and Transformational Leadership Theory. Methodology: A quantitative cross-sectional explanatory design was employed. Data were collected from 120 respondents, including principals, registrars, council members, and senior lecturers, through a structured questionnaire. Respondents were selected through purposive and stratified sampling to ensure stakeholder representation. The data were analyzed using descriptive statistics, correlation, and multiple regression with SPSS. Reliability was tested using Cronbach’s alpha, and diagnostic checks were conducted to validate the model. Findings: Governance practices, particularly council oversight, financial transparency, and compliance with regulatory standards, strongly influenced institutional outcomes such as accreditation, staff development, and student success. Leadership styles also mattered: transformational and participatory leadership enhanced innovation and adaptability, whereas transactional and authoritarian leadership were linked to ineffective outcomes. The study demonstrates governance as a moderator that strengthens the effectiveness of participatory and transformational leadership. Unique Contribution to Theory, Policy and Practice: The study extends theory by integrating Agency and Transformational Leadership frameworks in higher education. Beyond Ghana, its implications apply to teacher education reform in emerging contexts where governance and leadership challenges coexist. Strengthening governance and leadership supports the Colleges’ new mandate and informs education reform policies that emphasize accountability, innovation, and resilience.

The main purpose of this study was to compare the significant differences in the teachers’ perception towards professional development according to their demographics (gender, age, grade level currently teaching and years of teaching experience) at No.1 Basic Education High School in Bhamaw, Kachin State, Myanmar. The total number of full-times teachers surveyed were 70, and they were employed at No.1 Basic Education High School in Bhamaw, Kachin State, Myanmar during the academic year of 2018-2019. This study was designed as a quantitative and comparative study using a two-part questionnaire with a 5-point Likert scale; Part I investigated the teachers’ demographics and Part II compared the teachers’ perceptions which was adopted from Meagher (2011) with 16 items covering three dimensions. The data collected was analyzed using descriptive statistics; Frequency and Percentage, Mean and Standard Deviation and for comparison, using the Independent Samples t-Test and One-Way Analysis of Variance (ANOVA). Research objective one was to identify the teachers’ demographic profile including their age, gender, grade level currently teaching and years of teaching experience at the respective school, while research objective two was to determine teachers’ perceptions towards professional development. Research objective three was to compare teachers’ perception towards professional development of their demographics at the school of No.1, Basic Education High School (B.E.H.S) Bhamaw, Kachin State, Myanmar. Although the findings illustrated that there were no significant differences of teachers’ perceptions by their gender, age, grade level in which they are currently teaching or years of teaching experience, the responses did identify that teachers thought professional development to be highly important for their career. As a result, to improve professional development, the school principal was recommended to improve the resources available for development activities which could be set at a more convenient time to match the needs of teachers. Furthermore, the principal was also recommended to recognize teachers’ achievement by providing promotions and improving the work conditions of teachers. By providing for the needs of teachers, this might have a positive influence on students’ academic achievement.

The provision of education to citizens is a requirement for economic and social development, and globalization and the transition to a knowledge-based economy require that existing educational institutions produce individuals who can convert information into knowledge and apply that knowledge in a dynamic, cross-cultural setting. The successful integration of ICT into the learning environment requires instructors to be able to design learning in creative ways, integrate technology with a pedagogy successfully, develop socially engaged learning settings, and encourage cooperative involvement. Students and student teachers frequently have more knowledge and experience with ICT than instructors and teacher educators, and for many people, this demands a different set of abilities than those they now possess. The desire for online learning to satisfy the needs of Ghana's universities' expanding student population remains a worry despite the ongoing discussions and difficulties that higher education faces. Many Ghanaian stakeholders now have a keen interest in the country's level of science and technology. This study's goal was to look at how ICT was used in teaching and learning, with a particular emphasis on the College of Education in the Volta Region. The specific goals of the study were to find out how much ICT was used in teaching and learning in colleges of education in the Volta Region, to find out what factors affected ICT use in teaching and learning in colleges of education in the Volta Region, and to find out what stopped ICT from being used in those institutions. Two theories, notably the Social Constructivist Theory and the Diffusion of Innovation Theory, served as the foundation for the study. The paper employed a desk study review methodology to examine pertinent empirical literature and identify key themes. The results showed that ICT can be utilized as a tool to support transformative, learner-centered faculty development; nevertheless, researchers caution that this approach may be challenging because teachers must contend with both the new technology problems and the learner-centered paradigm. According to the study's findings, ICT can match the current educational system with the knowledge-based, information-rich society by giving it access to high-end tools, approaches, and methodologies. To use ICT in the process of teaching and learning, the study thus advises colleges in the Volta area to build strategies to identify strengths and weaknesses of various technology resources with the aim of adopting ICT in the process of teaching and learning.

The purpose of the study was to explore science tutors’ knowledge of differentiated instruction in the Colleges of Education in the Volta Region of Ghana. The study employed sequential explanatory design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected on the basis of having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.

The main objective of this study was to evaluate the counselling and appraisal services in the Colleges of Education in the Volta Region of Ghana. The research design used for the study was the survey approach. Four hundred research participants made up of 317 students, 80 tutors and three counsellors were selected from three Colleges of Education in the Volta Region through stratified and purposive sampling procedures. Stratified sampling technique was used to select the students and tutors while the counsellors were selected purposively. Data were collected with questionnaire and analysed using frequencies and percentages. The results revealed that teacher trainees were not benefiting fully from both the counselling and appraisal services. Some of the recommendations made were that counsellors should intensify guidance activities in the colleges so as to make guidance services, especially the counselling and appraisal services more attractive and accessible to students. In addition, college authorities should play a supervisory role to ensure that counsellors organise guidance activities in the key service areas on periodic bases, just like other co-curricular activities such as sports.

Nutrition knowledge and dietary practices are tools for improving athletic performance, fostering recovery, and promoting overall health. Although, it is prudent for athletes to make informed food choices before, during and after training or competition, nutrition knowledge and dietary practices of student athletes have been understudied. Therefore, the study assessed nutrition knowledge and dietary practices among athletes in Colleges of Education in the Volta Region of Ghana. The study employed a cross-sectional survey design. The population consisted of a total of 330 athletes where a census technique was used for the study. Data was collected using questionnaire. The study revealed high level of nutrition knowledge among participants (N=277, 100%). Majority of the participants always ate breakfast, drank water, and occasionally consumed fruits. Cost, time, and family feeding influenced dietary practices among majority of the participants. Additionally, there was no statistically significant difference (p =.359) in dietary practices among male and female participants. The study concluded that cost, time, and family feeding influences dietary practices among participants. Therefore, it has been recommended that management in Colleges of Education should put in measures to help athletes deal with these concerns throughout their nutritional practices.

This study investigated the impact of COVID-19 on the nature of academic work in Colleges of Education in Ghana. The study adopted the descriptive survey design. A sample of 346 students was selected for the study. The participants chosen from the Evangelical Presbyterian College of Education, Peki College of Education and the St. Theresah College of Education in the Volta Region of Ghana through purposive, convenience and snowball sampling procedures. Data were gathered using an online questionnaire. Data were received from 270 students resulting in a 78% return rate. The data were analysed using frequencies and percentages as well as means and standard deviations. The results showed that tutors in Colleges of Education mostly taught during the COVID-19 period by sending audio recordings, texts or slide presentations to students. This was however not done in real time. Also, the tutors gave assignments and quizzes and gave feedback on the performance of the students. Finally, it was found that most students’ services were not provided satisfactorily when school came to an abrupt end because of the COVID-19 Pandemic. Specifically, student counselling services, student affairs services, organisation of tutorials/seminars and practical classes as well as technical support or IT services and supervisions and mentorships were not satisfactorily provided. It was therefore recommended that authorities in Colleges of Education should liaise with officers in charge of specific services like counselling, student affairs and technical or IT support so that they can effectively and satisfactorily assist students even when they are not on campus.

To further understand the curriculum and teaching attitude of teachers in special education schools in Guangdong Province, this study adopted a stratified whole-group unequal probability sampling method and selected 768 teachers from special education schools in Guangdong Province’s 21 cities for a questionnaire survey. The data on special education teachers’ attitudes towards special education curriculum and teaching were selected. Descriptive statistics, one-sample t-test, independent sample t-test, and one-way analysis of variance (ANOVA) were used to analyze the data and compared with the data of special education teachers’ attitudes towards special education curriculum and teaching in the National Survey of Special Education Teacher Professional Development (NSETPDS). The results indicated that the cognitive response of special education teachers in Guangdong Province to the special education curriculum and teaching attitude is positive (M=1.81, SD=0.51), significantly higher than that of the national special education teachers. The emotional response and general attitude were positive but significantly lower than that of the national special education teachers. The attitude of male special education teachers toward the special education curriculum and teaching was significantly higher than that of female special education teachers. Special education teachers with more than 20 years of teaching experience had a more positive attitude towards special education curriculum and teaching than those with 1-5 years of teaching experience. Based on the analysis of the research results, some suggestions are put forward to provide a basis for the professional development of teachers in Guangdong Province.

Student participation in higher education governance is internationally acknowledged as a core element of democratic practice and a mechanism for strengthening institutional accountability. However, the degree and effectiveness of such participation differ markedly across contexts. This study examines the extent of student teachers’ involvement in governance and the systemic constraints that shape their engagement across five Colleges of Education in the Volta Region of Ghana. Using a descriptive survey design, 361 student teachers were selected through stratified random sampling. Findings reveal limited awareness of governance structures among students and a narrow focus on Students’ Representative Council (SRC) roles in academic matters, with minimal influence on administrative decision-making. Centralised authority structures, weak communication systems, and inadequate dissemination of governance-related information contribute to persistent feelings of marginalisation and disengagement. The study underscores the urgent need for governance reforms aligned with global calls for participatory, transparent, and inclusive decision-making in higher education. It recommends institutionalising regular governance orientation and sensitisation programmes, strengthening formal communication channels, and enhancing SRC autonomy through improved representation, resourcing, and targeted leadership capacity-building. These interventions can promote more responsive, student-centred governance and contribute to broader international agendas for inclusive higher education systems.

Houses are built on sound footing and foundation to make them withstand any hardship in times of storms and other external challenges. The case of continuous professional development is no exception. Continuous professional development programmes that have sound footing prosper throughout their implementation. It is based on this universal fact that this research was conducted into discovering the structures and procedures that would favour the conduct of continuous professional development at the colleges of education. The research was qualitative with case study design and pooled participants from 4 selected colleges of education in the Volta Region of Ghana. Interviews were employed in gathering data from 4 Principals and open-ended questionnaire used for seeking information from 4 Vice Principals and 12 College Tutors. In the findings, the major structures needed for effective organisation of departmentalised continuous professional development at the colleges of education were functional departmental heads, professional development committee, academic planning and quality assurance committee, functional department, academic board, and proactive college management. In respect of infrastructure, faculty development fund, departmental conference hall, and internal policy in the domain. The procedures discovered include general sensitization about the programme, need assessment or skill and knowledge audit of staff, identification of competent resource persons, sourcing for funds, organizing professional development sections with effective supervision of components of the programme and conduct of post reviews for further planning. It was recommended that all colleges should have functional departments and departmental heads including departmental continuous professional development coordinators that would see to organisation of sessions of the continuous professional development.

The study aimed to examine colleges of education science tutors’ practices of differentiated instruction in the Volta Region of Ghana. The study employed explanatory sequential design. The participants were 32 science tutors from Colleges of Education in the Volta Region of Ghana, who were purposively selected based on having direct instructional contacts with students all the time and their teaching experiences within and outside colleges. Questionnaire, Rating Scale, and Interview were used to collect data. It was found that science tutors have different knowledge on content, learning style, learner interest, learner diversity, process, product, and lesson planning. The findings also revealed that majority (80%) of science tutors who did not differentiate instruction in their classrooms have the knowledge of differentiated instruction but their failure to make use of DI was due to scarcity of time, complex nature of DI, high level of workload. The results also revealed that, majority (80%) of the science tutors did not use their assessment feedback to guide their instruction. These science tutors said marking schemes were always given to the students for self-correction. The results from classroom observation showed that these tutors do not teach to meet the diverse needs of learners. Majority of the participants still hold to traditional classroom teaching strategies based on one size-fits-all approach which proved to be ineffective. The study recommended that mentoring universities should organize workshops on the differentiated instructional for tutors and mount course in DI for student teachers.

This study was designed to investigate teachers’ and students’ perception of students’ rating as a tool for evaluating language instruction in College of Education. It examined the percentage of teachers and students who perceived students’ rating as a tool for evaluating language instruction; it also tested to ascertain the significant differences in the perception of students’ rating as a tool for evaluating teachers’ language instruction. The population of the study comprised all the fourteen (14) lecturers and all the two hundred and twenty one (221) Nigeria Certificate in Education (NCE) students of the English Department, College of Education, Warri in the 2015/2016 academic session. The manageable size of the population informed the researchers’ choice of purposively using the entire population as the sample for the study. Two research questions were answered and three research hypotheses were tested at 0.05 level of significance. Two instruments titled Teachers’ Perception of Students’ Rating (TPSR) with a reliability coefficient of 0.68 and Students’ Perception of Students’ Rating (SPSR) with a reliability coefficient of 0.87 were used to gather data for the study. The data collected were analyzed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The result of the study showed that there is no significant difference in the perception of NCE students on students’ rating as a tool for evaluating teachers’ instruction but data analysis revealed a significant difference in the perception of NCE students of different academic levels on students’ rating as a tool for evaluating teachers’ instruction. Furthermore, there is no significant difference in the perception of teachers of different academic qualifications and years of teaching experience on students’ rating as a tool for evaluating teachers’ instruction. It was concluded that students’ rating of teachers’ instruction should be adopted for quality education and academic excellence instead of the use of publications, paper presentation at conferences and workshops attendance for annual performance evaluation for teachers in College Education, Warri and similar institutions.

Purpose: This study investigated the perceived impact of COVID-19 on students’ academic performance in Colleges of Education in Ghana.
 Methodology: Descriptive survey design was adopted for the study. A sample of 346 students was selected from a population of 3,500 students in three selected Colleges of Education in the Volta Region of Ghana using convenience sampling procedure. Data were gathered using questionnaire and analysed using means and standard deviation. Data were presented in tables after the analysis.
 Findings: The study found that students found it difficult to focus during online lessons and that their academic performance had worsened due to the COVID-19 pandemic. In terms of the challenges encountered by students during the COVID-19 Pandemic, the study revealed that poor internet connectivity, lack of needed resources like laptops to access online learning system and lack of conducive learning atmosphere in the house were identified. From the results, it was concluded that the COVID-19 Pandemic at its peak has been detrimental to the academic performance of students in Colleges of Education in Ghana.
 Unique Contribution to Theory, Practice and Policy Recommendation: The study highlighted the fact that students can learn not only in-person but can engage in remote learning. This backed the position of the Transactional Distance Theory used in the study. In improving learning in the wake of COVID-19, Colleges of Education should provide platforms for online learning with easy access and usage for students. Generally, policy makers should make policies that would make online learning a part of the education system at all levels of education. This would be a positive adjustment caused by the COVID-19 outbreak.