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The aim of this study was to assess how basic school teachers’ job satisfaction relates to their productivity in the Asante Akim South District of the Ashanti Region of Ghana. The descriptive design was employed in conducting the study. The population covered all the Basic School teachers in the Asante Akim South District. The sample size was 217, made up of 179 males and 38 females. A questionnaire was used to collect data from respondents. Data analysis was done, using frequency and percentage counts as well as the Pearson Product Moment correlation. Key findings of the study indicated that majority (71.9%) of the respondents perceived that the government’s District Best Teacher award scheme only motivates a few teachers at the expense of the majority of teachers. Teachers’ level of job satisfaction shows a strong positive correlation with teacher productivity (r = 0.870, p = 0.020). In order to enhance teacher job satisfaction and productivity, it was recommended that the District Best Teacher award scheme should be made to cover at least 20% of teachers in the district instead of an individual so that majority of them would not feel unmotivated, neglected and unrecognized. Government should make teacher promotions and salaries relatively equitable and competitive with that of workers in other analogous institutions in the country in order to enhance their job satisfaction and productivity.

This study aimed at finding out factors affecting pupils’ absenteeism at Felicomfort JHS at Amamoma within the University of Cape Coast, Ghana. The total population was 145 covering the JHS1, JHS2, JHS3 pupils and teachers of the school. Purposive sampling technique was used to select 34 respondents. These were made up of 10 out of 15 teachers, 10 parents out of 53 and 14 pupils out of their accessible population of 56. Pretest, posttest, questionnaires and interviews were used to collect data from respondents. Case study design was used for the study and data analysis was done, using mean values, frequency and percentage counts with the Predictive Analytical Software (PASW) version 21. Key findings of the study indicated that 71.4 percent of absenteeism was due to teachers’ inability to care and find out from pupils the cause of their absenteeism, while 70 percent of respondents indicated that parental lack of care was the major cause of their absenteeism. However, majority (10) of respondents (71%) disagreed that pupils’ attitudes were part of the contributory factors to their habitual absenteeism. The overall percentage mean (58%) representing 8 of the pupils discounted teacher factor as responsible for their absenteeism. It was recommended that government through the District Assemblies offer some financial assistance to poor and single parents to enable them to adequately cater for their wards at school.

Examination malpractice and its implications to education have become a global menace that researchers are trying to find solutions to curb over the decades. This study, therefore, aimed at  examining stakeholders'(students, Regional Coordinators (RCs), and Examination Unit staff) perceptions of examination malpractice at the College of Distance Education (CoDE) of the University of Cape Coast. The descriptive design was used for the study. A sample size of 259 respondents which comprises three Regional Coordinators, four staff of the CoDE examination Unit, and 252 students were selected from an accessible population of 3,102. The multistage and purposive sampling techniques were employed to select respondents across the selected study centers. A self-developed questionnaire and a semi-structured interview guide were used to collect data from students and the other stakeholders. The findings of the study revealed that the majority (148) representing 58.7% of students perceived examination malpractice to be a common practice among students although unethical and wrong, whereas 124 (49.2%) of students indicated that examination malpractice was a wrongful act. The study therefore, concluded that the management of CoDE should make course modules readily available to students on time, and should severely punish culprits to deter other students from engaging in examination malpractices.

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This study focused on investigating the effect of the Cognitive Behavioural Therapeutic treatment (CBT) on pupils with Attention Deficit Hyperactivity Disorder (ADHD) at Bekkyford and Felicomfort Primary Schools in Cape Coast, Ghana. The quasi-experimental design was used for the study. The sample for the study was 43 participants which include 8 parents, 6 teachers, 16 siblings of participants, 13 pupils made up of 9 males and 4 females. The pupils were purposively sampled for the study with the aid of the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS). Data were collected with the Scheduled for Affective Disorders and Schizophrenia for School-Aged Children (K-SADS), questionnaire, and Clinical Global Impression Severity Scale (GCI-I). The results revealed that three out of the 9 males (representing 30 percent) reported minimal improvement in their symptoms regarding impulsivity and inattentiveness. There was a significant difference between the experimental group (M = 18.70, SD = 2.243) and the control group (M = 08.45, SD = 4.185), t(37)= 8.023; sig.=.003, P<.05 with respect to the CBT. It was recommended that parents, teachers and siblings should be included in all psychosocial interventions for people with ADHD for lasting and effective management of the symptoms.

Purpose: This study focused on finding out the impact of positive reinforcement on pupils’ absenteeism at Felicomfort JHS at Amamoma within the University of Cape Coast community.Methodology: The quasi-experimental and descriptive designs were used in conducting the study. Both quantitative and qualitative approaches were employed in carrying out the study to get to the bottom of the phenomenon investigated.  The population was 56 comprising Junior High School (JHS) One and Two pupils of the school. The sample size for the study was 14 pupils purposively sampled out of the total number of 56. Pre-intervention test, post-intervention test, interviews and questionnaires were used to collect data from respondents. Data analysis was done, using paired sample t-test, frequency and percentage counts with the Predictive Analytical Software (PASW) version 21.Findings: The study revealed a statistically significant difference in the pre-intervention results (Mean = 2.643, Std. Dev. = 1.382) and that of the post intervention (Mean =4.786, Std. Dev. = 1.829) [t = 6.382, df = 13, p = 0.001].  The eta square analysis was 89 percent (η2 = 0.89) indicating a significant impact of positive reinforcement on modifying pupils’ behaviour of absenteeism. Analysis of the questionnaire revealed that 80% of the pupils became regular at school as a result of the application of positive reinforcement.Unique contribution to theory, practice and policy: It was recommended that the government through the District Assemblies should offer financial assistance to poor parents and single parents to enable them adequately cater for their children at school.

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.