This paper identifies the antecedents of psychological burnout and its influence on tutors’ job stress in Colleges of Education in the Ashanti Region of Ghana. The study adopted a case study approach because it probes four specific Colleges of Education (COE) in the Ashanti Region of Ghana. Quantitative research method was employed. Cluster sampling was used in selecting 120 tutors and then stratified on the basis of gender. The study used questionnaire as the main research instrument for gathering the data from participants. Cronbach’s Alpha was used to test the sample reliability, which yielded coefficient 0f 0.84. Data were analyzed using inferential statistics, with Pearson Product Moment Correlation and multiple regression models as analytical tools. Hypothesis was tested at a significant level of 0.01 and 0.05. Results revealed that lack of job satisfaction (96 %) and delay in payment of salary (88%) were the leading antecedents of psychological burnout among the tutors. Again, the findings showed that lack of commitment to work (92%) and transferring of aggression to teacher trainees were the top most effects of stress on Tutors. Results of hypothesis tested revealed no significant difference on the expression on both the causes and effects of psychological burnout among tutors on the basis of gender. It was concluded that inadequate or complete lack of academic facilities did not only impair academic productivity, but also exerted undue stress on tutors and available facilities. The study recommended among others, the development priorities of the colleges should be Tutor –teacher trainee oriented.
Education at every level is expected to affect behaviour of those who experience it. This makes discipline very essential component in delivery of education. The study was a case study designed to examine students’ views on improving discipline in Colleges of Education. Data was collected from 244 respondents at Wesley College of Education in Ashanti Region, Ghana using a 4-point Likert and 5-point Likert scale questionnaire. The data were analysed using frequency and percentage. The study revealed that students viewed the concept of discipline as punishment which was generally perceived as severe. Punishment in the College included withdrawing students’ privileges, in-school suspension and out-of-school suspension among others. They regarded the causes of indiscipline to be the result of lack of students’ participation in the decision making process of the school, unclear rules. Students’ indiscipline was also attributed to bad training at home, students falling into bad company in school and lack of freedom for students. However disciplinary measures such as the use of guidance and counselling services, religious training, and parental involvement, had more positive responses. Based on the findings, some recommendations were made to improve discipline in Colleges of Education. For instance, there should be clarity of rules, this will enable students to understand the rules and abide by them. In addition, Students of colleges should be taught the value of self-discipline. These will help the student teacher to learn more appropriate ways to ensure discipline when they go out to practice.
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