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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

Abstract
The introduction of the National Teachers Standard (NTS) necessitates a framework that will guide the education of pre-service teachers. Among others, the National Teacher Education Curriculum Framework (NTECF) emphasizes an interactive, learner-focused approach to modelling good teaching. The NTECF is also supported by the NTS as the determiner of what a ‘competent’ teacher is. As part of cross-cutting issues, the NTECF mentions social/collaborative skills as one of the required outcomes that are necessary for teachers’ professional development, in order that they can ensure learning for all. In this paper, we present findings from a study aimed at assessing the effects of using small group discussion technique as a means of inculcating in student-teachers the much-needed social skills. Using quantitative descriptive survey technique, the study explored student-teachers’ assessment of their acquisition of social/collaborative skills. A sample of three hundred and six (306) student-teachers, drawn from the premiering groups for the new B.Ed. in Basic Education and B.Ed. in Early Grade Education in the University of Education, Winneba, were purposively sampled for the study. The data was analysed using descriptive quantitative analysis. The major findings revealed that most (72%) student teachers preferred working in groups to undertaking assignments individually, eighty-four per cent (84%) also reported improvement in their ability to explain their perspectives well to others improvements in ability to socialize better and some hopes of developing lasting relationships was reported. The paper also shed light on some challenges such as poor group write ups as reported by student teachers. In conclusion, we highlighted the implications of the findings for the full roll-out of the B.Ed. curriculum in the colleges of education.

Abstract
The promulgation of the National Teachers’ Standards has brought to the fore the need “to prepare a 21st century teacher who is “effective, engaging, inspirational, and fully prepared to teach the basic school curriculum in order to improve the learning outcomes and life chances of all learners. To do this, teachers ought to demonstrate skills in problem solving, communication, Information & Communications Technology (ICT) among others. With the introduction of the new BEd curriculum for colleges of Education & Teacher Education Universities, scholarship is curious about how the promise of the new (world-class) curriculum is manifesting its’ outcome in practice. To respond to this uncertainty, we designed a quantitative descriptive survey to explore how student-teachers perceive of the opportunities offered by the new BEd curriculum for their development as 21st century teachers? Four hundred and seventy-three (473) first year students enrolled in BEd Basic Education and BEd Early Grade programmes at the University of Education – Winneba were engaged in the study that required them to fill out a 49 item questionnaire. Following descriptive quantitative analyses, the data revealed Lecturers’ innovative use of smartphones during lectures improved students ICT skills. Student-teachers also gave positive reviews of new lecture room organization, problem solving pedagogies, and opportunities to present before their peers. While admitting to the enormous gains the new curriculum has occasioned for their professional development, the students identified challenges to the implementation of the new curriculum such as poor internet connectivity, large class size and other logistical concerns. Implications of these findings for scholarship and practice are presented for discussion.

Abstract
Studies on teacher religious identity have been premised on the assumption that public schools are religiously neutral and if teachers’ religious identities are acknowledged and properly accommodated, teaching will be better enacted. I conducted a qualitative case study of teachers in religiously affiliated public schools in Ghana to get a nuanced understanding of how they navigate tensions arising from complexities generated by their own religious identities, their schools’ and that of their students. Using data from interviews, observations, and focus groups, my findings challenge existing notions of religious neutrality of public schools. In the Ghanaian context where the lines between secular and religious schools are blurry, teachers are (un)knowingly positioned as in(out)siders and their consequent pedagogical (in)actions are highly influenced by such (un)natural religious tensions in their schools. It is such issues emanating from teacher positionalities that I seek to highlight as ripe for qualitative inquiry.

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The study investigated the prevalence of domestic violence within the Effutu Municipality, it also examined how counselling programmes can assist in addressing domestic violence within the municipality. The study employed a cross sectional survey design and collected both quantitative and qualitative data. A simple random sampling technique was used in the selection of 300 respondents for the quantitative study, while purposive sampling technique was used in the selection of 12 interviewees for the qualitative aspect of the study. Quantitative data collected were analysed using descriptive and inferential analysis while qualitative data was analysed using content and thematic analyses. The study revealed that Christians and traditionalists differed in their views with regards to cultural and life-time perceptions about domestic violence. Additionally, educational level attained also influenced respondents’ perceptions on domestic violence against women in the Effutu Municipality. It was also revealed that though, there are institutions that offer services to reduce or forestall the incidence of domestic violence; both victims and perpetrators did not receive any counselling in any form. It is therefore recommended that Effutu municipal assembly hire professionally trained counsellors, and attach them to the various institutions that deal with issues bordering on domestic violence. Keywords: Domestic Violence, Women and Counselling