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This study examined 66 years of guidance service delivery in Ghana by analysing stakeholders' attitudes and perceived relevance to career success. The study employed positivist philosophy and cross-sectional survey methods. A sample of 413 comprised basic school headteachers, school guidance coordinators, and district guidance coordinators across 15 regions in Ghana. A self-developed questionnaire was used to gather the data and analysed with Partial Least Square Structural Equation Modelling (fourth-generation analytical tools). The study found that stakeholders' attitudes towards guidance services at the basic school level were significantly related to policy implementation, perceived relevance, and career success. Additionally, perceived relevance or guidance services were also found to have a significant relationship with policy implementation, monitoring, and career success. Perceived relevance was also found to have a mediating influence on the relationship between attitude and career success and attitude and policy implementation on guidance services at the basic school level. The study recommends that the government of Ghana, through Ghana Education Service, should develop a more positive attitude towards guidance services by providing office allocation, logistics, special allowance or remuneration, and dedicated time for guidance services at the basic school level.

The aim of this study was to assess how basic school teachers' job satisfaction relates to their productivity in the Asante Akim South District of the Ashanti Region of Ghana. The descriptive design was employed in conducting the study. The population covered all the Basic School teachers in the Asante Akim South District. The sample size was 217, made up of 179 males and 38 females. A questionnaire was used to collect data from respondents. Data analysis was done, using frequency and percentage counts as well as the Pearson Product Moment correlation. Key findings of the study indicated that majority (71.9%) of the respondents perceived that the government's District Best Teacher award scheme only motivates a few teachers at the expense of the majority of teachers. Teachers' level of job satisfaction shows a strong positive correlation with teacher productivity (r = 0.870, p = 0.020). In order to enhance teacher job satisfaction and productivity, it was recommended that the District Best Teacher award scheme should be made to cover at least 20% of teachers in the district instead of an individual so that majority of them would not feel unmotivated, neglected and unrecognized. Government should make teacher promotions and salaries relatively equitable and competitive with that of workers in other analogous institutions in the country in order to enhance their job satisfaction and productivity.

This study examined perspectives of distance education students on online learning based on their access gadgets (availability and functionality), online presentation or teaching methods, actual use of online learning coupled with its challenges. A quantitative approach and descriptive survey design were adopted for the study. A sample of 1061 was drawn from a study population of 44,134 distance learners across sixteen administrative regions and data collected using a questionnaire. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the hypotheses of the study, and descriptive statistics were deployed to analyse students perceived challenges. The study found a statistically significant relationship between the availability and functionality of online gadgets, availability of online gadgets and online presentation methods, functionality and online presentation methods and functionality and online learning usage. Thus, these factors are necessary for successful online learning. Four main perceived challenges identified were unreliable power/electricity and internet connectivity, lack of collaboration and motivation during online learning. Therefore, it was recommended that steps are taken to resolve the perceived challenges while adopting the blended approach comprising face-to-face and online learning. The blended learning approach would enable students to adjust better and appreciate its usefulness in distance education.

This study aimed at finding out factors affecting pupils' absenteeism at Felicomfort JHS at Amamoma within the University of Cape Coast, Ghana. The total population was 145 covering the JHS1, JHS2, JHS3 pupils and teachers of the school. Purposive sampling technique was used to select 34 respondents. These were made up of 10 out of 15 teachers, 10 parents out of 53 and 14 pupils out of their accessible population of 56. Pretest, posttest, questionnaires and interviews were used to collect data from respondents. Case study design was used for the study and data analysis was done, using mean values, frequency and percentage counts with the Predictive Analytical Software (PASW) version 21. Key findings of the study indicated that 71.4 percent of absenteeism was due to teachers' inability to care and find out from pupils the cause of their absenteeism, while 70 percent of respondents indicated that parental lack of care was the major cause of their absenteeism. However, majority (10) of respondents (71%) disagreed that pupils' attitudes were part of the contributory factors to their habitual absenteeism. The overall percentage mean (58%) representing 8 of the pupils discounted teacher factor as responsible for their absenteeism. It was recommended that government through the District Assemblies offer some financial assistance to poor and single parents to enable them to adequately cater for their wards at school.