R&P Entries
Articles in Journals
Nyatsikor, M. K., Esia-Donkoh, K., Abroampa, W. K. (2020). The efficacy of the bioecological model of human development in predicting primary pupils’ academic achievement in Ghana and its curriculum implications. International Journal of Elementary Education, 8,
Abstract
The study examined the efficacy of Bioecological Model of Human Development to predict Ghanaian Primary School pupils’ academic achievement in a National Education Assessment test in English Language and Mathematics. A total of 19458 primary 3 and 17447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion of <0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of macro and macro systems they operated in. The outcome of the study validates the Model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the Model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils in Ghana. Keywords: Bioecological Model, Academic Achievement, Curriculum
The study examined the efficacy of Bioecological Model of Human Development to predict Ghanaian Primary School pupils’ academic achievement in a National Education Assessment test in English Language and Mathematics. A total of 19458 primary 3 and 17447 primary 6 pupils from 548 schools were involved in the study. Participating schools were selected using stratified random sampling. Using a hierarchical multiple regression with a significance criterion of <0.001, pupils’ academic achievement was found to be significantly influenced by their personal characteristics, as well as the micro and macro environments they interacted in. Consistent with the theoretical model, pupils’ microsystems contributed most to their levels of academic achievement. Moreover, the impact of pupils’ personal characteristics on their academic achievement was moderated by the types of macro and macro systems they operated in. The outcome of the study validates the Model’s proposition that none of the variables operates in isolation but are mutually dependent in determining the levels of pupils’ academic achievement in a given context. It is therefore suggested curriculum developers and education policy formulators to be guided by the Model in attempts to initiate interventions to address the problem of low academic achievement among primary school pupils in Ghana. Keywords: Bioecological Model, Academic Achievement, Curriculum
Nyatsikor, M. K., Abroampa, W. K., Esia-Donkoh, K. (2020). The impact of school locale on pupils’ competencies in selected subjects: Does it matter more for specific regions in Ghana?. Global Journal of Transformative Education, 2,
Abstract
The study examined the impact of rural and urban schools on pupils’ competencies in English Language and Mathematics tests. The sample comprised 16,481 primary 3 and 14,495 primary 6 pupils from 448 and 426 schools respectively. The schools were selected using stratified random sampling technique and the data analysed using multilevel modelling technique. The study found statistically significant differences in achievement between rural and urban school pupils at both the national and regional levels. Compared with urban school children, rural school children on the average score 2 and 4 marks less in primary 3 and 6 English Language tests respectively. Similarly, rural school children on the average earned 1 mark less in primary 3 and 6 Mathematics tests. Rural school children in the Eastern Region were most disadvantaged by scoring 6 and 8 marks less in the primary 3 and 6 English Language tests respectively when compared with their urban peers. The only exception was the Northern Region where the average achievements of rural school children were higher than their urban peers. The findings suggest that it significantly mattered which part of the country a child attends school. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised. Keywords: School locality, Socioeconomic, Competency, Regions
The study examined the impact of rural and urban schools on pupils’ competencies in English Language and Mathematics tests. The sample comprised 16,481 primary 3 and 14,495 primary 6 pupils from 448 and 426 schools respectively. The schools were selected using stratified random sampling technique and the data analysed using multilevel modelling technique. The study found statistically significant differences in achievement between rural and urban school pupils at both the national and regional levels. Compared with urban school children, rural school children on the average score 2 and 4 marks less in primary 3 and 6 English Language tests respectively. Similarly, rural school children on the average earned 1 mark less in primary 3 and 6 Mathematics tests. Rural school children in the Eastern Region were most disadvantaged by scoring 6 and 8 marks less in the primary 3 and 6 English Language tests respectively when compared with their urban peers. The only exception was the Northern Region where the average achievements of rural school children were higher than their urban peers. The findings suggest that it significantly mattered which part of the country a child attends school. This runs counter to the nation’s educational policies and the realisation of the United Nation’s Sustainable Development Goal 4. Hence, to provide quality and inclusive education for all pupils, resources for schools and communities should be equitably distributed and effectively utilised. Keywords: School locality, Socioeconomic, Competency, Regions
Mensah, R. E. A., Esia-Donkoh, K., & Quansah, D. K. (2020). Instructional supervision as perceived by teachers in public basic schools in Pokuase Education Circuit in the Ga-North Municipality, Ghana. European Journal of Education Studies, 7,
Abstract
This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools. Keywords: instructional supervision, types, benefits, challenges, measures
This study investigated the perception of teachers on instructional supervision in public basic schools in the Pokuase Education Circuit in the Ga-North Municipality of the Greater Accra Region of Ghana. The study, which was underpinned by the pragmatist philosophical viewpoint, adopted the convergent mixed method approach. With simple random and convenience sampling techniques, 142 participants and 10 participants were obtained for the quantitative and qualitative phases of this study respectively. All categories of items in the questionnaire had Cronbach’s alpha reliability index of 0.7 and above. The trustworthiness of the semi-structured interview guide was ensured by considering credibility transferability, dependability, confirmability, and authenticity. With the aid of Version 20 of Statistical Product for Service Solutions (SPSS), the quantitative data were analysed using descriptive statistics (frequency, percentage, mean, and standard deviation). The qualitative data were analysed using thematic approach. It was found out that the respondents perceived the clinical supervision as the most frequently used instructional supervisory practice. Cordial interpersonal relationship was perceived by the teachers as the most benefit of instructional supervision. Supervisor incompetence, supervisor work overload, and inadequate training for supervisors were identified as the top three challenges faced in the practice of instructional supervision. Among the suggestions made to improve instructional supervision in public basic schools in the Pokuase Education Circuit were training of instructional supervisors and sanctioning unprofessional conduct of instructional supervisors. Among the recommendations is that the Ga-North Municipal Education Directorate of the Ghana Education Service should organize regular in-service training for the supervisors to equip them in the use of mixed instructional supervisory types in the schools. Keywords: instructional supervision, types, benefits, challenges, measures
Esia-Donkoh, K. (2020). Undergraduate sandwich students’ conceptualisation of leadership. International Journal of Psychology and Education, 4,
Abstract
The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument had a reliability co-efficient of 0.78. The findings from the main study revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students have varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of use of scenarios, case studies, role-plays, school visits, and hands on activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century. Keywords: Conceptualising Leadership, Trait, Ability, Behaviour, Skill, Relationship, Influence
The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument had a reliability co-efficient of 0.78. The findings from the main study revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students have varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of use of scenarios, case studies, role-plays, school visits, and hands on activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century. Keywords: Conceptualising Leadership, Trait, Ability, Behaviour, Skill, Relationship, Influence
Esia-Donkoh, K., & Quansah, D. K. (2021). Leadership styles of principals based on setting, zone, and location of public colleges of education in Ghana. Education Quarterly Reviews, 4,
Abstract
This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that genrally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals. Key words: leadership styles, principals, setting of college, zone of college, location of college
This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that genrally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals. Key words: leadership styles, principals, setting of college, zone of college, location of college
• Mensah, B., Darkwa, I. O., Bonful, E. Y., Tuu, M. B., Sanda, M. & Danso-Wiredu, E. Y. (2020). Patterns of Land Use Activities in Ghana’s Secondary Cities. Ghana Journal of Geography. AJOL, 12,
Abstract
Ghana is rapidly urbanizing. This urbanization has resulted in villages growing into towns and towns into urbanized areas. Theories and models have been employed to explain the internal structure of urban areas, especially, with respect to land use variations. These models started with the classical urban land use models in America. Urban scholars in Africa have struggled to fit the development of the African cities into these classical models. They have therefore called for African scholars to develop models for urban land use in Africa. This paper sought to identify the common patterns of land use activities which shape the internal structure of Ghana’s secondary cities. The study employed Geographic Information System (GIS) as a major tool of analysis in explaining the patterns in urban areas. This is augmented with in-depth ground observations of the study areas. The findings of the study showed the absence of homogeneity in most of the sectors and undefined industrial zones as contradictions to the classical models. The study further revealed that residential zones were not fully occupied by either lower income, middle income, or higher income residence. The income groups may only dominate in a given sector. Based on the findings, a common pattern is proposed to represent the land uses within the selected secondary cities in Ghana.
Ghana is rapidly urbanizing. This urbanization has resulted in villages growing into towns and towns into urbanized areas. Theories and models have been employed to explain the internal structure of urban areas, especially, with respect to land use variations. These models started with the classical urban land use models in America. Urban scholars in Africa have struggled to fit the development of the African cities into these classical models. They have therefore called for African scholars to develop models for urban land use in Africa. This paper sought to identify the common patterns of land use activities which shape the internal structure of Ghana’s secondary cities. The study employed Geographic Information System (GIS) as a major tool of analysis in explaining the patterns in urban areas. This is augmented with in-depth ground observations of the study areas. The findings of the study showed the absence of homogeneity in most of the sectors and undefined industrial zones as contradictions to the classical models. The study further revealed that residential zones were not fully occupied by either lower income, middle income, or higher income residence. The income groups may only dominate in a given sector. Based on the findings, a common pattern is proposed to represent the land uses within the selected secondary cities in Ghana.
Danso-Wiredu, E. Y., & Poku, A. (2020). . Family Compound Housing System Losing Its Value in Ghana: A Threat to Future Housing of the Poor, 17,
Abstract
The family compound housing system in Ghana ensures both nuclear and extended family live in the same house and have reciprocal relationships. It is a social safety net that prevents homelessness in Ghana. The rent-free compound housing remains predominant in rural areas and indigenous parts of the cities. However, many Ghanaians prefer to live in single-family houses rather than the family compounds, resulting in a gradual reduction in the number of family compound houses. Based on a study conducted in four communities, the article uses a qualitative approach, with social capital theory as the analytical basis for the research, to investigate why most Ghanaians now wish to live outside their family homes. Based on the findings, the article questions the future of housing the poor in Ghana if the family compound housing system collapses and suggests a rental form of compound housing as a new policy for the state.
The family compound housing system in Ghana ensures both nuclear and extended family live in the same house and have reciprocal relationships. It is a social safety net that prevents homelessness in Ghana. The rent-free compound housing remains predominant in rural areas and indigenous parts of the cities. However, many Ghanaians prefer to live in single-family houses rather than the family compounds, resulting in a gradual reduction in the number of family compound houses. Based on a study conducted in four communities, the article uses a qualitative approach, with social capital theory as the analytical basis for the research, to investigate why most Ghanaians now wish to live outside their family homes. Based on the findings, the article questions the future of housing the poor in Ghana if the family compound housing system collapses and suggests a rental form of compound housing as a new policy for the state.
• Danso-Wiredu, E. Y., & Sanda, M (2021). Environmental Dynamism: Increasing Housing Needs in Urban Ghana and Vegetation Sustainability. Environment, Space, Place, 13,
Abstract
The increasing needs for housing in Ghana are a result of urbanisation which is also a sign of improvement in the socio-economic lives of the people. Building of houses usually replaces prime vegetation land. The rate of indiscriminate devegetation for housing purpose in Ghana is as a result of the lack of a comprehensive land use policy implementation in the country. It is clearly stated in the country’s land use policy that ‘the principle of optimum usage for all types of land uses will be assured by the state and that, the state will ensure every socio economic activity is consistent with sound land use through sustainable land use planning in the long-term. But, evidence in the country is contrary to what is stipulated in the land use policy document. The study therefore, contributes to the environment-spatial land use conflict debate. It does this by focusing on the fast rate at which agricultural land at the fringes of urban Ghana is mainly used for housing purposes. It uses Accra and Tamale as examples to argue that if the content of the land use policy is not implemented to minimise the excessive devegetation for housing, the country stands the chance of losing utterly, its natural vegetation, especially, the forest vegetation. With the help of old maps, GIS and researchers’ observations, the study describes how the land use cover in areas close to the cities of Accra and Tamale has largely been replaced by housing. It ends by advocating sound sustainable housing typologies which will reduce the rate of devegetation in the country..
The increasing needs for housing in Ghana are a result of urbanisation which is also a sign of improvement in the socio-economic lives of the people. Building of houses usually replaces prime vegetation land. The rate of indiscriminate devegetation for housing purpose in Ghana is as a result of the lack of a comprehensive land use policy implementation in the country. It is clearly stated in the country’s land use policy that ‘the principle of optimum usage for all types of land uses will be assured by the state and that, the state will ensure every socio economic activity is consistent with sound land use through sustainable land use planning in the long-term. But, evidence in the country is contrary to what is stipulated in the land use policy document. The study therefore, contributes to the environment-spatial land use conflict debate. It does this by focusing on the fast rate at which agricultural land at the fringes of urban Ghana is mainly used for housing purposes. It uses Accra and Tamale as examples to argue that if the content of the land use policy is not implemented to minimise the excessive devegetation for housing, the country stands the chance of losing utterly, its natural vegetation, especially, the forest vegetation. With the help of old maps, GIS and researchers’ observations, the study describes how the land use cover in areas close to the cities of Accra and Tamale has largely been replaced by housing. It ends by advocating sound sustainable housing typologies which will reduce the rate of devegetation in the country..
Reuben Tamakloe a, Sungho Lim, Enoch F. Sam, Shin Hyoung Park, Dongjoo Park (2021). Investigating factors affecting bus/minibus accident severity in a developing country for different subgroup datasets characterised by time, pavement, and light conditions. Accident Analysis and Prevention, 159,
Abstract
Developing countries are primarily associated with poor roadway and lighting infrastructure challenges, which has a considerable effect on their traffic accident fatality rates. These rates are further increased as bus/minibus drivers indulge in risky driving, mainly during weekends when traffic and police surveillance is low to maximise profits. Although these factors have been mentioned in the literature as key indicators influencing accident severity of buses/minibuses, there is currently no study that explored the complex mechanisms underpinning the simultaneous effect of pavement and light conditions on the generation of accident severity outcomes while considering weekly temporal stability of the accident-risk factors. This study seeks to investigate the variations in the effect of contributing factors on the severity of bus/minibus accidents in Ghana across various combinations of pavement and light conditions and to identify the exact effects of weekdays and weekends on severity outcomes using a random parameter ordered logit model with heterogeneity in the means to account for unobserved heterogeneity in the police-reported data. Preliminary analysis demonstrated that accident-risk factors used in the models were temporally unstable, warranting the division of the data into both weekend and weekday time periods. A wide variety of factors such as sideswipes, median presence, merging, and overtaking had significantly varying effects on bus/minibus accident severities under different combinations of pavement and light conditions for both weekdays and weekends. Insights drawn from this study, together with the policy recommendations provided, can be employed by engineers and policymakers to improve traffic safety in developing nations.
Developing countries are primarily associated with poor roadway and lighting infrastructure challenges, which has a considerable effect on their traffic accident fatality rates. These rates are further increased as bus/minibus drivers indulge in risky driving, mainly during weekends when traffic and police surveillance is low to maximise profits. Although these factors have been mentioned in the literature as key indicators influencing accident severity of buses/minibuses, there is currently no study that explored the complex mechanisms underpinning the simultaneous effect of pavement and light conditions on the generation of accident severity outcomes while considering weekly temporal stability of the accident-risk factors. This study seeks to investigate the variations in the effect of contributing factors on the severity of bus/minibus accidents in Ghana across various combinations of pavement and light conditions and to identify the exact effects of weekdays and weekends on severity outcomes using a random parameter ordered logit model with heterogeneity in the means to account for unobserved heterogeneity in the police-reported data. Preliminary analysis demonstrated that accident-risk factors used in the models were temporally unstable, warranting the division of the data into both weekend and weekday time periods. A wide variety of factors such as sideswipes, median presence, merging, and overtaking had significantly varying effects on bus/minibus accident severities under different combinations of pavement and light conditions for both weekdays and weekends. Insights drawn from this study, together with the policy recommendations provided, can be employed by engineers and policymakers to improve traffic safety in developing nations.
Amoah, S. A. & Gyamera, A. (2019). Situational Analysis of Labour Turn Out In the Ghanaian Education Sector: The Strides and Preferences. International Journal of Asian Social Science, 9,
Abstract
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
Abstract The purpose of the study was to do a situational analysis of teacher turn-out in the Ghanaian education sector. Using a descriptive survey design the study considered the population of education experts including directors, circuit supervisors and the headteachers and teachers of basic education sector. A sample size of 45 respondents, selected through the use of homogenous, purposive, and stratification, sampling techniques. Data were collected with the help of self-developed questionnaire and interview guide. The information collected were analysed using frequencies and thematic approach. Some push factors include teachers’ likeness of the environment, teachers are satisfied with effort within the educational environment. In addition the ease of getting assurances and transfers are the common form of recruitment procedure for the teachers. Also teachers retention and participants characteristics, teacher's ability to manage the variety of observations and attitudes of people within an environment as well as learning from different types of ideas in a collaborative reflective environment came out strongly as some of the findings. It is concluded and recommended that varied structural factors influenced labor turn out in education sector, effective in-service training is needed to train mentors in the municipality such that teacher can be given effective counselling and mentorship training, reflective collaborative activities need to be encouraged so that teachers can interact with their colleagues in a more worthwhile activities that can promote their professional well-being in the municipality. Contribution/ Originality: This study is one of the few studies which have investigated into the situational analysis of labour turn out in the Ghanaian education sector. It looked at the strides and preferences of teachers as to how they stay at a station and what influence them to be at their station. Keywords Ghana Education Service, Collaborative Reflective Environment, Turn-out, Attrition, In-service training, Teacher retention, Mentor.
