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The goal of this study was to see how the influence of School heads' leadership styles on  students' academic achievement in a sample of chosen primary schools in the Ahafo-Ano South  region. Three hundred and sixty-six (366) respondents completed a questionnaire, which  comprised six (6) head teachers, twenty-four (24) instructors, and three hundred and thirty-six  (336) students. The study found out that democratic and transformational leadership were the  main styles of leadership that headteachers employed to ensure improvement in the academic  performance of students as they gave room for followers (students and teachers) to express  themselves and encouraged them to go beyond their self-interest and embrace the school's  established objectives. Again, the study found out that about 72 per cent of respondents  explained that the leadership style of headteachers greatly influenced students' academic  performance. Democratic and transformational leadership styles were the main ones for improving students' academic performance rather than autocratic leadership styles. To ensure  effective and appropriate usage of leadership styles and practices in schools, the study  recommends compulsory continuous professional development in leadership for headteachers  by the Ghana Education Service; teachers should be able to assess and suggest the performance  of headteachers in order to keep checks on them on a nearly daily basis; to become a  Headteacher, training and other academic achievements should be considered and not only the  length of service. Headteachers should identify teachers with potentials for effective and  efficient school leadership training and mentorship in their respective schools.

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No two parents view things in the same way when it comes to raising their children. In this light, the current study attempted to establish a link between parenting methods and gender role ideas. This study used a correlational research design. We selected 300 individuals from a population of 1480 using stratified and simple random selection procedures. The participants’ parenting styles were assessed using Buri’s (1991) Parental Authority Questionnaire (PAQ), and their sex role beliefs were assessed using Williams and Best’s Sex-Role Ideology Scale (SRIS) (1990). Moment of Pearson-Product Correlation was used to determine the relationship between parenting methods and sex role ideology, while regression was utilised to determine the variables’ predictions. It was discovered that parenting techniques had no effect on the participants’ sex-role ideas. Individuals with an authoritative parenting style, on the other hand, were more likely to develop a more modern sex-role ideology, whereas those with an authoritarian parenting style developed a more conventional sex-role ideology. Additionally, both sex and religion predicted modern and traditional sex-role ideas, respectively. Tribe anticipated an authoritative parenting style without regard for either permissive or authoritarian parenting methods. The study recommends that because parenting styles are related to sex-role ideology, guidance and counselling coordinators should place a premium on the most effective parenting style in order to help students develop an acceptable sex role ideology.

Education is a built-in mechanism that retains its essential value as a human right, not as a static commodity to be viewed in isolation from its larger context. Every person has the right to quality education and the ability to guarantee their human rights are secure for the long term. This research examined teenage mothers' struggles in school. The study employed a descriptive phenomenological approach. Twelve teenage mothers were selected, using a snowball sampling approach. Semi-structured interviews were used to collect data from these teenage mothers by audio taping. The data was transcribed, pursued and analysed thematically. The research revealed that teenage mothers in school face various difficulties in school, including lack of financial support, poor time management, low self-esteem, and emotional instability. The further revealed that majority of teenage mothers in school employ direct problem solving, cognitive decision-making, understanding, and constructive cognitive restructuring to cope with the challenges they face.