The role and contribution of women in modern organisations have been phenomenal. However, societal norms and other patriarchal values continue to stifle the progress of women leaders. The study's overall purpose was to examine the leadership styles of female leaders in managing senior high schools in the Central Region of Ghana. The study adopted non-numerical data and used a purely qualitative research approach. A phenomenological design supported the study framework, and the required data was collected through interviews. The target population for the study were female headmistresses and assistant headmistresses in the various Senior High Schools in the Metropolis. The study involved all six female headmistresses and eight assistant headmistresses in the Metropolis. The participants were sampled using the census to meet the study objectives. The data were analysed thematically. The study revealed that married couples use the participatory leadership style, but those who are single use the assertive style. The study also concluded that women leaders who are single and are farther from 60 years old are more likely to have problems in the discharge of their duties as leaders since men, per societal influence, will always try to resist the control of women leaders. The Ghana education service should package special incentives for women who aspire to achieve the utmost leadership role of becoming heads of senior high schools. It will motivate the young women generation. It is also recommended that women in leadership positions in the Ghana Education Service are advised to learn by updating their skills and competencies to grow in confidence and share ideas with colleagues in the same field to adopt and adapt leadership styles that have worked in other institutions to handle institutional challenges.

This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and unstructured interview), observation and documentary analysis. Quantitative data were tabulated, organised, analysed and interpreted to draw sound conclusions and generalisations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study looked at the congruence between what was intended to occur and what was observed before and during the implementation of the curriculum in the Asante Akim North District. On the transactions, it was revealed that teachers in the district communicate the problem the topic seeks to address and the specific objectives to the learners during instruction. Also, teachers varied their teaching methods, techniques and strategies. However, teachers failed to take students out on field trips. Also, they failed to use video documentaries to deliver their lessons inhibiting students’ creativity as they are denied the opportunity to explore and get first-hand information to build up knowledge and develop the needed attitudes and values. From the findings, it is therefore recommended that the National Council for Curriculum and Assessment should increase the time allotted to the teaching of Social Studies at the SHS level from 3-periods of 40 minutes a week to 5-periods of 40 minutes a week to give teachers and learners ample time to discuss, debate, digest and solve problems during instructional hours to enable the goal of the subject attained.

The growing unconcern and poor attitude of some Ghanaians towards environmental protection and sanitation practices has become very endemic in Ghanaian Societies. Littering especially is considered a major environmental problem within the setting of this study. This study employed the mixed-method approach in integrating qualitative and quantitative research data. The study adopted a convergent parallel research design. The population for this study consisted of all teaching staff and students of Sefwi Wiawso Senior High Technical School and St. Joseph Catholic Senior High School in Sefwi Wiawso municipality in the Western North Region of Ghana. Purposive, simple random, and convenient sampling techniques were used to select the schools, teachers and students for the study. A sample size of one hundred and ninety-eight (198) consisting of one hundred eighty-eight (188) students and ten (10) teachers were selected for the study. The two main instruments used for data collection were questionnaires and interview guides. The quantitative data obtained from the questionnaire were coded with numerical values and keyed into the data view of the SPSS version 23. The qualitative data was analysed through content analysis and was further transcribed into themes for analysis with a side-by-side comparison with the quantitative data. The qualitative data gathered and presented, were organised and analysed manually using emerging themes. The study revealed that littering is currently caused by irresponsible behaviour among some staff and students coupled with other factors such as lazy attitudes among people, inadequate waste bins on campus, and more seriously, less sensitization of people on littering in the various senior high schools. The study also indicated that provisions of adequate waste bins at vantage points in the various campuses, awarding prizes to individual students and groups with good waste management practices on campus, implementing rules and regulations on littering, as well as educating, and sensitizing students and staff on littering on campuses formed the possibilities on how schools can shape up staff and student’s attitudes towards healthy environment by avoid littering. It is recommended that Students with good waste management practices should be rewarded to encourage others in Senior High Schools. It is also recommended that sustainable waste management practices (collection, transportation, and treatment) should be employed in all the Senior High Schools across the country.

The purpose of this study was to examine the challenges and management supports in teaching and learning of Social Studies in Public Senior High Schools in Akuapem South and North Districts in the Eastern Region of Ghana. Quantitatively, the study adopted a cross-sectional survey using a descriptive correlational research design to assess Challenges and Management Supports Teaching and Learning of Social Studies in Public Senior High Schools of Ghana. The population of the study comprised social studies teachers and students in the Akuapem South and Akuapem North Districts of the Eastern Region of Ghana. Purpose and probabilistic sampling procedures were used to select senior high schools, teachers and students for the study. The main instrument for data collection was a structured questionnaire (SQ). Data was collected from 261 final year students from five Senior High Schools and 33 Social Studies teachers using structured questionnaire. Data was analysed using SPSS Version 24. Descriptive statistics (mean, SD) was conducted to summarise the data and t-test was applied to establish if there is a statistically significant difference in the perceptions of students and teachers on the school-based drivers and effective teaching and learning of social studies. The results of the study revealed that the key school-based drivers influencing the teaching and learning of social studies in the two districts relate to classroom environment; lack of management supports in terms of resource provision for practical lessons, lack of supportive physical environment such as large class size (t = 32.881, mean difference = 6.2422, p<0.05)- thus preventing teachers from engaging students in practical work and individualising their assignments (t-statistics=37.563, mean difference= 3.0920, p<0.05); and teachers inability to use diagnostics assessment tools to unraveled students difficulties and support them. The conclusion is that, the key drivers influencing effective teaching and learning of social studies are school-based and policy driven. The study therefore recommends that the government should support the teaching of Social Studies through provision of adequate resources to help teachers improve their output. Again, the student-teacher ratio should be reduced.

The purpose of this study was to use an activity-based method to enhance the teaching and learning of Redox reactions among senior high school learners at Christ the King at Obuasi in the Ashanti Region, Ghana. Quantitatively, the study employed an action research design. The population of the study comprised all final-year elective chemistry students of Christ the King Senior High School (CKC) in the Ashanti region of Ghana. A purposive sampling technique was used to select thirty-five (35). The instruments used in the study were tested. Percentages of students who responded correctly to the pre-test items were compared to percentages of students who responded correctly to the post-test items. The pre-test and post-test mean scores were compared to see if there was any difference in their mean scores. The use of an activity-based teaching method in teaching chemistry appears to be used effectively in imparting the content knowledge of chemistry to students to become successful in their learning. Regarding the benefits of the activity-based method. The use of activity-based teaching methods in redox reaction motivates students to be self-learners and improves performance. It is also evident from the findings of this study that the use of the activity-based method of teaching could enhance student performance in a redox reaction. It is recommended that activity-based methods of teaching should be encouraged to be used by chemistry teachers in the Senior High Schools of Ghana in teaching redox reaction concepts to enhance students’ performance in redox reactions. It is also recommended that the Ghana education service should collaborate with the chemistry teachers’ Association of Ghana to organize professional development programs, seminars, and workshops for chemistry teachers on activity-based to improve their knowledge of teaching skills.

The purpose of the study was to design and develop performance-based tasks to assess laboratory observing skills of biology students in senior high schools. The target population was all students in the nine schools within Sekondi-Takoradi Metropolis reading biology as an elective subject. The accessible population was 753 SHS 2 biology students in six schools. 261 students were randomly selected from each of the six schools. These schools were of three different types, single-sex males, single-sex females, and mixed. Mean, standard deviations, frequencies, and percentages were calculated while independent sample t-tests were performed. No significant difference was noticed in levels of proficiency shown for males and females in the various schools surveyed. It is recommended that students from all types of schools and both sexes must be given an opportunity to engage in more activities at the SHS level to sharpen their observing skills.

Quantitatively, the study adopted a descriptive research design. The population of this study comprised two thousand (2000) students in the four (4) senior high schools (Edinaman Senior High, Eguafo Senior High, Peter Hold Book Senior High and Komenda Senior Technical Institute) in Komenda Edina Eguafo Abirem municipality. Purposive, simple random and stratified sampling techniques were used to select two hundred students from the four for this study. A questionnaire was the main instrument for data collection. There are more adverse effects of social media network participation on academic performance than positive effects. Social media network sites serve as a useful medium for enhancing students’ academic performance if properly used. Therefore, SHS students should be guided to use social media properly to enhance their academic performance. It is recommended that regular counselling by school authorities and parents for students who participate in social media networks should be done to prevent improper use of social media and avoid addiction and its consequences. It is also recommended that teachers should encourage students to use the right grammar and correct spelling of words when participating in social networks to help stop the negative effect it has on students’ academic performance. It is once again recommended that all stakeholders should be involved in educating students on the proper use of social media networks for their academic work as well as the dangers of improper use on their academic performance and social well-being.

The purpose of the study was to assess teachers’ use of field trips in evaluating Social Studies lessons in Winneba Senior High School in Effutu Municipality in the Central Region of Ghana. Qualitatively, a case study research design was employed for the study. The population of this study comprised all the four (4) Social Studies teachers and Social Studies Association president in Winneba Senior High School. Convenient and purposive sampling techniques were used to select the municipality, Winneba Senior High School and Social Studies teachers and Social Studies Association president for the study. The main instrument for data collection was semi-structured interview guide. The data was analysed through the use of the interpretative method on the themes identified during the data collection. The study indicated that the use of field trips in the teaching and learning of Social Studies has the potential to influence the understanding levels of students and teachers. Therefore, field trips have the potential to help students and teachers to gain new knowledge that may not have been obtained through theoretical learning in the classroom. The study also revealed that organisation of field a trip has some challenges, such as, time as the main factor, financial problems, inadequate support from School Management, Parents and some teachers, nature of the curriculum, the behaviour of students outdoor were related to the research questions and interpreted on the number of issues raised by respondents. It is recommended that procedures for seeking permission be outlined by the Ghana Education Service to facilitate easy permission processes and to reduce the stress associated with seeking permission for organizing field trips for teachers and students in Senior High Schools. It is also recommended that students should be educated more and more by their Social Studies teachers on the importance of embarking on field trips to eliminate the lukewarm attitudes of some of the students. It is recommended that the Regional and District directors of education should ensure constant and effective supervision of teachers to encourage the use of field trips as a teaching strategy for the evaluate Social Studies lessons.

The purpose of the study was to evaluate of Social Studies Teachers Knowledge in Nature, Goals, and Objectives in the Lesson Presentations The study adopted qualitative research approach. Data were collected through the use of individual interviews, observation and focus group discussions for triangulation purposes. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers for the study. In all, seventeen (17) Social Studies teachers were selected from six (6) Senior High Schools. The study revealed that teachers were grossly deficient about the goals of Social Studies. To improve this system, it is recommended that the researchers suggests that the highest priority should be given to the training and development of a new breed of educator who are vocationally competent and academically sound. This can be done by heads of institutions to allow teachers who specialise in their respective areas to teach those subject areas at the various levels of education particularly Social Studies at the High school level.