Department of Adult Education and Human Resource Studies
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Item Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID‑19(Education Tech Research Dev, 2022) Salifu, I.; Abonyi, U.K.This research used a qualitative multiple-case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants, drawn randomly from four large Ghanaian universities, participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two management techniques in their virtual teaching—regulating the behaviour of learners and controlling instructional content. The research further uncovered that, although the teachers’ complaints generally centred on environmental constraints and inadequate institutional support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call for university teachers involved in virtual teaching to personally seek a continual update of skills and competency in virtual delivery because it is an approach hinged on evolving technology.Item State-Funded Secondary Education Policy: Implications for Private School Management in Ghana(Leadership and Policy in Schools, 2020) Salifu, I.This research explored the implications of state-funded secondary education policy for private school management in Ghana. The research used the qualitative approach relying on phenomenological design. Based on expert in modal purposive sampling techniques, a representative of Ghana’s Ministry of Education, and 10 managers of 10 accredited private senior high schools in one of the country’s regions took part in individual interviews. I analyzed the data using interpretative phenomenology approaches. Falling enrollment, inability to recruit enough qualified teachers and low revenue emerged as challenges facing private secondary school management. To overcome the issues, the managers resorted to contingency measures.Item Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools(SAGE Open, 2023) Salifu, I.; Chirani, F.; Amoah, S.K.; Odame, E.D.This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School, and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general dis course on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has some significant implications for teaching practices and the quality of teacher performance assessments across the globe.Item Leading, but are there followers? Exploring the influence of heads of departments on staff and students in Ghanaian higher education institutions(Educational Research for Policy and Practice, 2023) Salifu, I.This research investigated followers’ expectations of their heads of departments (HoDs) and how they felt about the fulflment of the expectations within the context of Ghanaian higher education. It further explored the nature of the challenges the HoDs faced as they tried to meet followers’ expectations. The research used a phenomenological design and engaged 36 participants selected from three large Ghanaian universities to participate in individual interviews. Data were analysed using the interpretative phenomenological ana lytical technique. The research revealed that while the subordinate staf expected a more supportive work environment, the students wanted a more conducive learning environment. The HoDs were, however, constrained to do much because of the ethos of the Ghanaian HE sector. The study concluded with recommendations informing policy and practice, both locally and internationally.Item Opportunities for Adult Learners in Ghana’s Higher Education Institutions: Limiting Factors and Strategies(The Journal of Continuing Higher Education, 2023) Biney, I.K.; Salifu, I.This article focuses on a case study of adult learners in Accra Learning Center (ALC) to explore limiting factors to learning in higher education institutions (HEIs) using distance education (DE) mode in Ghana. Educated adults possess experiences that help them take up leadership roles and transform communities. However, limiting factors including lack of media support and employment opportunities to adult learners in HEIs were highlighted by this study. Mixed method research (MMR) that tilted toward qualitative study was employed, and a dialogical approach to MMR was adopted. Semi-structured interview schedules were developed and administered to 45 adult learners. Random sampling procedure was used, and descriptive and interpretivist approaches were adopted in presenting the results. Simple descriptive statistics were adopted to help build a case for using the qualitative data which sought participants’ voices, meanings, experiences, and understanding of limiting factors to learning in HEIs by DE mode. Poverty, the high cost of education, and poor time management constituted some of the limiting factors to adult learners in HEIs. The article recommends that HEIs adopt flexible terms of fee payment for adult learners and that young adult learners seek jobs and learn to save while learning in HEIs.Item After retirement what next? A survey of postretirement resolutions of retiring university teachers in Ghana(Educational Gerontology, 2022) Salifu, I.This research examined the decisions of retiring university teachers to con tinue work after retirement in the same profession or leave for other employ ment or non-paid activities. The study used a questionnaire to collect data from 231 respondents purposively drawn from 20 Ghanaian public univer sities. Analyses of the data revealed that most respondents resolved to leave their current profession when they retired because they preferred to engage in either part-time self-employment or part-time non-paid social activities. The minority stayers were motivated to mentor inexperienced others, keep an active life, and maintain income earnings but mainly on a part-time basis. The research is impactful because workforce aging has become a global higher education issue, particularly for managers who reflect on how to fill vacancies with competent replacements.Item Exploring Coteaching as a Trend in Higher Education(Taylor & Francis Group, 2021) Salifu, I.This qualitative inquiry used the multiple case study and phenomenological designs to explore coteaching experiences of teachers in higher educational institutions. The research utilized the modal purposive and accidental sampling techniques to select five groups of coteachers from five Ghanaian universities. Data obtained via in-depth group interviews and classroom observations were analyzed using content and thematic approaches. The research revealed that the teachers were motivated to accept coteaching responsibility because of the belief that it was an effective practice that met students’ academic needs, and this notion influenced their engagement in coteaching practices described as team teaching and parallel teaching. A low level of commitment was, however, the main challenge confronting the coteachers. The research mainly recommended the use of the two coteaching models for global higher education but suggested that coteachers should have compatible teaching philosophies to perhaps make them more committed to working with one another.Item Achieving free compulsory universal basic education through school feeding programme: Evidence from a deprived rural community in northern Ghana(Cogent Education, 2018-08) Salifu, I.; Boateng, J.K.; Kunduzore, S.S.This study sought to examine the extent of contribution of school feeding programmes towards the achievement of the Free CompulsoryUniversal Basic Education (FCUBE) policy in countries. Based on a purposive sampling of a deprived rural community in northern Ghana, the study utilised the concurrentmixedmethoddesign relyingmainly on documentary analysis, questionnaires and interviews as data sources. A sample of 377 participants made up of teachers and parents were drawn for the research. Data were analysed using descriptive statistics and qualitative content analysis. The main finding of the study was that the programme had a positive influence on school enrolment and retention which are key indicators of the achievement of the FCUBE policy. Recommendations proffered pointed to the need to extend the SFP to other deprived areas, and to give the programme in Ghana a constitutional backing among others. © 2018 The Author(s).Item Viewing teacher motivation in the Ghana education service through a postcolonial lens(Current Issues in Education, 2013-01) Salifu, I.; Agbenyega, J.S.In recent times, quality teaching has become the focus of many education systems including that of Ghana, and yet little attention has been given to teacher motivation that could ensure quality teaching and improved learning outcomes. Drawing on contemporary literature on issues associated with teacher motivation, this conceptual paper critically examines and analyses the context of teacher motivation and professional practice in the Ghana Education Service. It addresses the questions: What are the working conditions that are causing a lack of motivation among teachers in public pre-tertiary schools in Ghana? How can teacher motivation in the Ghanaian context be analyzed using postcolonial theoretical concepts? It concludes with some recommendations that can lead to improvements in teacher conditions and motivation in Ghana.Item Barriers to teacher motivation for professional practice in the Ghana education service(Policy Futures in Education, 2014) Salifu, I.In Ghana, several education initiatives for promoting the quality of education have excluded the issue of teacher motivation. Well-moti vated teachers are likely to be more committed to their profession and this could lead to desirable learning outcomes. This research attempted to identity and analyse what teachers in public pre-tertiary schools in Ghana perceived as barriers to their motivation towards professional practice. Employing mainly a qualitative approach, the research revealed that the sources of frustration and stress in participants’ professional practice related to unfavourable conditions of service in the Ghana Education Service. Suggestions for improvement in the conditions of service of teachers in public pre-tertiary schools in Ghana are explored.