The purpose of the study was to examine the causal relationship between teachers' emotional intelligence, job satisfaction, professional identity, and work engagement. And to achieve this purpose, a questionnaire consisting of four scales was administered to 260 teachers selected from the Adentan Municipal in the Greater Accra Region. Exploratory factor analysis, structural equation modeling, and univariate statistical analyses were employed to analyze the data. Results of the analyses established that job satisfaction mediated the relationship between teachers' emotional intelligence and work engagement. The findings also revealed that emotional intelligence positively affected professional identity directly and indirectly through job satisfaction. It was further revealed that female teachers exhibited more professional identity and were more satisfied than their male counterparts. The study concluded with the recommendation that for Ghanaian teachers to be actively engaged with their job, they should be provided with the opportunity to develop and improve their emotional intelligence. It was also recommended that a module on emotional intelligence be included in the curriculum for training pre-service teachers.

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Students’ achievement in mathematics is often considered necessary for the success of the future of a country. Therefore, the training and preparation of students to do well in mathematics has become fundamental goal of educat ion for most countries and more specifically in Ghana. Applying Hierarchical Linear Modeling on the Trends in International Mathematics and Science Study (TIMSS) 2007 data, the relationship between attitudinal and instructional variables and mathematics achievement among Ghana’s grade eight students was examined. Prior to the analyses, exploratory factor analyses were conducted for clusters of similar items to reduce the number of predictor variables. The results indicate that student’s gender, educational aspirations, self-confidence in mathematics, value for mathematics, and frequent use of some instructional variables were significant positive predictors at Level 1. Whiles amount of homework, years of teaching, major area of study were significant positive predictors, teaching license or certificate was a significant negative predictor at Level 2.

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Feedback plays an important role in the teaching and learning environment because it provides learners with information intended to help them improve their learning. For feedback to be successful in this role, the information from feedback must also highlight the type of thinking exhibited in performing any tasks. However, very few studies have been conducted to examine the role feedback plays in promoting higher order thinking. The purpose of this paper is to propose a theoretical feedback model that can promote higher order thinking. The components of the model include: conducive learning environment, instructional activities, task characteristics, validating students' thinking, and providing feedback. Future research is needed to empirically test the variables and their relationships as proposed in the model.

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For the last three years, the entire world has faced a colossal phenomenon due to the COVID-19 pandemic. All sectors and areas of life have been affected, which has forced rapid and radical changes towards adaptation in its wake. The unexpected pandemic’s mark and impact on education is more severe and longer lasting than imagined. It has evidently disrupted education provision at an unprecedented scale. This paper is a literature review that focuses on the experience of different countries and education systems during the COVID-19 pandemic. Based on the analysis of the existing literature and research on this issue, from the perspective of educators and students, including the experience of different countries around the world, the pandemic has had a great impact on higher education. This has resulted to digital transformation, which implies overcoming many challenges. The review uses particular examples of higher education in the era of COVID-19 in Georgia, Ghana, and Pakistan. The measures taken to continue education in spite of the pandemic are also highlighted. Although this phenomenon proved to be challenging, it has initiated enormous opportunities for creativity within progress. This paper further discussed barriers that students and academics faced during online teaching-learning, the pros and cons of online teaching-learning, the quality of teaching-learning, and the state of preparedness for future education.

Ed uc at io n Ec on om ic s an d De ve lo pm en t