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PurposeThis study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.Design/methodology/approachUsing a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.FindingsFindings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.Research limitations/implicationsThis study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.Practical implicationsBased on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.Social implicationsGiven the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.Originality/valueCurrently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.

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A sequential mixed-method design adopting a non-experimental survey and a basic interpretive study was used to explore the intentionally inviting practices of school heads of the Cape Coast metropolis and Ajumako district. Data were collected using 2 X 2 Intentionally-Inviting Matrix and semi-structured interview protocols. Data collected from the survey were analysed using frequency counts, while the data from the interview were analyzed and put into themes that provided a description on how the adopted practices promote stakeholder participation. The study findings revealed that school heads in Cape Coast metropolis and Ajumako district adopt intentionally inviting practices that address the physical frame of the school, communication with stakeholders, and building relationship with stakeholders to promote stakeholder involvement in schools. The study further revealed that the adopted practices of the school heads foster a sense of pride in the stakeholders to be connected to the school. The practices also increase stakeholder confidence and trust in the school head. The Ghana Education Service should replicate the study in other school districts to identify the practices that support stakeholder participation in schools and also conduct a similar study to elicit the perceptions of stakeholders on practices that enhance their participation in schools.    

Purpose: This study examined determinants of students’ examination corruption at the College of Distance Education (CoDE), University of Cape Coast (UCC), Ghana. Methodology: The participants of the study included students, Regional Coordinators (RCs), and staff of the Examination Unit at CoDE. A sample of 252 students was selected from an accessible population of 3,095 using a proportionate stratified sampling technique. The questionnaire and semi-structured interviews were used to collect data. Data were analysed with frequency and percentage counts, standard deviations, and presented in tables supported with transcribed views expressed by the RCs and the Head of Exams Unit (HEU). Findings: The study's findings revealed that examination malpractice was perceived to be a common illegal behaviour among students. The study also found that deviant students engage in examination malpractices at CoDE due to inadequate preparation for examinations. Unique contribution to theory, practice and policy: It was recommended that the management of the college should sensitise all stakeholders, particularly candidates on the sanctions stipulated in their Students’ Handbook for culprits of examination corruption related activities. Also, the college should make study materials available to students on time to fully prepare for all exams.

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