Purpose – The purpose of this paper is to investigate the impact of transformational leadership on employee turnover intention through the mediating role of affective commitment. Design/methodology/approach – The study examines conceptual relationships in the Ghanaian context, based on structural equation modelling with maximum likelihood estimation, using sample employees from the private sector organizations. In addition, the mediation analysis is conducted with Sobel’s test and 95 per cent CI bootstrap analysis. Findings – The study shows that affective commitment would decline workers’ quitting intention and serves to promote a degree of trust and willingness to follow their leaders’ philosophy, ideology, vision and guidance in the organization. Hence, affective commitment fully mediates the relationship between transformational leadership and employee turnover intention. Practical implications – To help lessen employees quitting intentions, both middle and top-level managers should endeavour to create an atmosphere of trust, admiration, loyalty and respect for their employees. Originality/value – Overall it is shown that affective commitment was the mechanism through which transformational leadership influences employees’ turnover intentions in the SLCs in Ghana.

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This paper is an action research which involves a sample of forty (40) second year students of Mansoman Senior High School. The study was aimed at using the constructivist approach to enhance students' competence in solving word problems involving algebraic linear equations. Prior to the study, it was observed that the students were not able to understand and solve word problems under algebraic linear equations. The constructivist approach of teaching and learning was employed as the intervention strategy and was carried in a series of activities. The pre -test and post -test scores obtained by the students were analyzed quantitatively based on the research questions that preceded the study. Comparatively, the results obtained from the pretest and post -test showed a significant improvement on the students' ability to translate word Original Research Articleproblems into algebraic linear equations and solve the equations as well. It was then concluded from the findings that the constructivist approach of teaching and learning employed during the intervention processes improved the students' academic achievements. The constructivist approach of teaching promoted students participation in the teaching and learning process and environment, and it must be encouraged by all.

Some new integral conditions characterising the embedding A p (v) <-t r q (w), 0 < p, q < oo are presented, including proofs also for the cases (i) p = oo, 0 < q < oo, (ii) q -oo, I

A discrete Hardy-type inequality (For kernels of product type some scales of weight characterizations of the inequality are proved with the corresponding estimates of the best constant C. A sufficient condition for the inequality to hold in the general case is proved and this condition is necessary in special cases. Moreover, some corresponding results for the case when {a n } ∞ n=1 are replaced by the nonincreasing sequences {a * n } ∞ n=1 are proved and discussed in the light of some other recent results of this type.