Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Educational and Life Sciences (IJELS) International Journal of Applied Educational Research (IJAER)
Afful , Kingsley
Unknown Affiliation
Religion Humanities Education Public Health Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Financial and Management Challenges Affecting Educational Performance in Basic Schools Tatsi, samuel; Afful , Kingsley; Adokoh, Emmanuel; Yeng, Enock
International Journal of Educational and Life Sciences Vol. 2 No. 6 (2024): June 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijels.v2i6.2100

Abstract

The study investigated the management challenges encountered by Basic School Heads in the Lambussie District. Drawing on the transformational leadership theory, the study utilized a pragmatist research philosophy, and the mixed methods approach. A concurrent triangulation mixed methods design was implemented, involving both closed-ended questionnaires and semi-structured interviews with 77 headteachers selected through census sampling. To ensure the reliability of the findings, the Cronbach Alpha coefficient was calculated for the research instrument, yielding a satisfactory value of 0.83. Additionally, trustworthiness was upheld through various measures, including credibility, dependability, confirmability, and transferability. Data analysis was conducted using a combination of statistical measures such as frequency, percentages, mean, mean of means, and standard deviation, as well as thematic analysis for qualitative data. The findings of the study unveiled a myriad of challenges faced by Basic School Heads, particularly in addressing financial constraints, and mitigating the impact of these challenges on educational performance. Recommendations for the Lanbuisse District Educational Directorate include encouraging advocacy efforts are needed to secure increased funding and resource allocation for basic schools, along with transparent financial management systems and exploring alternative funding sources. Furthermore, investments in teacher support, curriculum alignment, and creating a supportive learning environment are essential to mitigate the impact of management challenges on educational performance.
Optimizing Teacher Recruitment and Compensation: Enhancing HR Practices in Basic Schools Emmanuel Nii Tackie Tackey, Emmanuel; Tatsi, Samuel; Akafia, Charles; Kpakpo Allotey , Benjamin; Afful , Kingsley
International Journal of Applied Educational Research (IJAER) Vol. 2 No. 4 (2024): August 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijaer.v2i4.2159

Abstract

This study examined the recruitment, selection, and compensation processes at Basic School A, identifying areas for improvement in human resource management. Using a qualitative approach, semi-structured interviews were conducted with the headteacher and a purposive sample of teachers. Thematic analysis revealed that the recruitment process involves completing education, national service, applying through the GES portal, and documentation before posting. Teachers preferred the previous decentralized system for greater commitment and reduced transportation costs. The compensation process includes validation by the Accountant Generals’ Department to eliminate absenteeism and “ghost” employees, though some teachers are only aware of monthly credits. Both teachers and the headteacher highlight staffing as needing improvement, suggesting that decentralizing recruitment to consider teachers’ residences would enhance job satisfaction and performance. Recommendations include decentralizing recruitment to allow district selection, establishing transparent validation guidelines, and shifting towards decentralized staffing for better resource management and improved teacher commitment.
Co-Authors Adokoh, Emmanuel Akafia, Charles Emmanuel Nii Tackie Tackey, Emmanuel Kpakpo Allotey , Benjamin Tatsi, samuel Yeng, Enock