The purpose of the study was to ascertain the dominant parenting styles of parents in the study area

The study delved into corrupt practices perceived to be pervasive in academic institutions especially that of academics. The exercise was motivated by the paucity of information on where the alleged practice emanates from and the conditions in academic institutions perceived to be promoting the practice. The cross-sectional survey utilised students from two universities in Ghana. Questionnaire was the main research instrument used for the data gathering. The instrument was validated through peer review and pilot testing and the data was analysed using SPSS version 20. The study disclosed that students perceived favouritism, nepotism and examination malpractices to be the major forms that corruption of academics takes in the institutions and the majority of the respondents perceived staff to be the initiators of the acts. The survey also revealed that majority of the respondents believed that fear of victimization, fear of school authority and bureaucracy in dealing with such issues are some conditions that promote the perpetuation of the acts in the institutions. The study, therefore, recommends an enactment and enforcement of codes of conduct in the institutions to ensure high ethical standards. It is envisaged that the study would be beneficial to the Ministry of Education, university authorities, academic staff, and students of tertiary educational institutions.

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to harness the capabilities of ICT into their teaching and learning environments. This article assesses the extent of pre-university teachers' e-readiness to utilize ICT in teaching their various subjects by assessing their technological pedagogical content knowledge (TPACK). Although the ICT literacy of teachers in the pre-university schools in Ghana is high, their ability to utilize ICT to design and deliver subject contents and improve the learning environments of their respective subjects is low. The article suggests a comprehensive retooling of teachers with capabilities to integrate ICT in teaching their subjects.

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The study examined social competence of adolescents and ascertained variations in the group based on gender, type of parents they lived with, and community of residence. The comparative analysis study utilised adolescents in their formative years of development. Descriptive survey design was utilised and questionnaire was the sole data collection tool. The study revealed that most of the adolescents demonstrated moderate levels of social competence in social settings. The research did not find difference in the social competence of adolescents living with real and pseudo parents; and male and female adolescents. The results, nonetheless, showed significant difference in the social competence of the adolescents living in the rural, semi-urban and urban communities. The results evince that location of residence matters in the development of adolescents' social competence. Policies, strategies and programmes intended to help improve adolescents' social competence in the developing world need to target those residing in rural communities more than those in the other communities.

The paper set out to ascertain disruptive behaviours prevalent in pre-tertiary classrooms and teachers' classroom management styles. The cross-sectional descriptive survey study was designed along quantitative paradigm. Professional teachers with more than two years of post-training experience in the classroom qualified to provide data to address the research problem. Data gathering was done via administration of questionnaires. The study unveiled noise making, chatting with others, inattentiveness and harassment as the major disruptive behaviours experienced by the teachers and teacher-centeredness was adopted by majority of the teachers as a classroom management style. The study further evinced differences in the classroom management styles of male and female teachers as well as very experienced, experienced and less experienced teachers. Educational authorities need to retrain teachers in the jurisdiction on appropriate classroom management style.