The quality of students’ academic achievement (AA) determines the effectiveness in the College of Education (CoE). In the educational sector, resolving low confidence or attachment issues that affect AA may necessitate addressing self-esteem. The main purpose of the study was to examine self-esteem (SE) as a predictor of students’ AA in the CoE in Ghana. The descriptive cross-sectional survey design within the positivist paradigm was employed. Multi-stage sampling procedures were used in the sample selection process. In all, 325 students were selected from six CoE to participate in the study. The questionnaire was used to collect data from the respondents and was tested using inferential statistics (Structural Equation Model, and Moderation analysis). The findings showed that SE predicted students’ AA. The result discovered that gender does not moderate the relationship between SE and AA of the students. Keywords: Academic Achievement (AA);  CoE;  Gender;  Self-Esteem (SE).

Quality time management is an imperative tool that leads to greater academic performance and reduces depression, anxiety and stress among students. However, most college students seemed to face difficulties in balancing their academic and social life. The rationale of this inquiry was to examine the influence of time management practices on students' academic achievement in the Colleges of Education (CoE) in Ghana and as well to explore the moderating role of gender in this relationship. The research employed descriptive survey design and a sample of 325 students from six CoE were selected to participate in the investigation using the multistage sampling approach. The data was collected using adapted Time Management Questionnaire (TMQ; Britton & Tesser, 1991). Data gathered were analysed using AMOS, Moderation Analysis and Independent sample t-test. The findings showed that time management practices (short-range planning, time attitudes, long-range planning) does not predict academic achievement of CoE students. The study again, revealed that gender does not moderate the relationship between time management and academic achievement of the students. The results showed that there was no significance gender difference in time management practices of CoE students. The study concluded that ineffective time management behaviours among college students could lead to poor academic achievement and other psychological effects. The Management of the CoEs in Ghana in collaboration with other policy makers should hold seminars and workshops for students at the start of each semester to discuss the value of good time management activities in order to improve their achievement. Faculty are sensitised to inculcate in the students the skills and positive attitude towards effective time management so as to increase their self-efficacy in time management. Students should be conscious of ineffective time drivers and assume responsibility for quality time management.

Introduction Unethical practices in Ghana are common among students from elementary to tertiary. According to Agyekum and Gambrah (2011), unethical actions or misconducts are not acceptable, as these activities do not meet with the rules and regulations of any educational institution in the country. It is postulated by Charlton and David (1993) that senior high schools are one specific stage of the educational system in a nation where all kinds of unethical activities are very widespread and tend to aggravate. Agyekum and Gambrah (2011) further states that students at this point are swept up in all kinds of unethical activities such as occultism, consuming obscene content, breaking school laws, rioting, drinking, substance addiction, and so on. Becker, Englermanns and Thomas (1997) added that instead of the school agitating persons with intellectual achievement and spiritual aptitude, the reverse is the truth and has catastrophic implications for the students themselves and the entire nation. It is believed that morality socially upholds principles, concepts, ideals and actions, laws and regulations that culture deems reasonable, correct and appropriate and under which members of community are tied (Muraino & Ugwumba, 2014). The concise concept of morality, according to Gert (2012) defines morality as a collection of actions placed forth by some group; even a community; and a normative meaning focused on the premise that what is moral should have a code of ethics promoted by a culture and should be adopted as a guide to action by representatives of that community. Odeh (2013) believed that the absence of maintaining solid morals in our culture is moral decadence. For their part, Muraino and Ugwumba (2014) proposed that moral decadence is the phenomenon of acting in a way that shows poor moral values. In a given culture it implies massive decline in fundamental standards. In this sense, moral decadence tends to be a decline in society's moral norm. It appears to deteriorate or fail in maintaining our ideals, principles, norms and ethical practices in society. Afuye (2015) described the types of moral decadence as; cultism, malpractice of test, underage abortion, exploitation of students, sexual assault, selling of 'degree,' presentation of students, substance addiction, improper clothing, etc.According to Elliott and Voss (1974), Henggeler (1989) students with high academic performance are expected to be less likely to indulge in unethical conduct than students with poorer academic accomplishment.

Aims: Ethical climate is one of the vital features shaping intra-organisational relationships and tutors attitudes, thereby having an influence on organisational outcomes. Therefore, understanding the relationships among ethical climate, job satisfaction and organisational commitment is an important research area that needs to be researched. The main purpose of the study was to examine ethical climate and job satisfaction via mediating role of organisational commitment among College of Education tutors in Ghana. Study Design: The descriptive cross-sectional survey design was employed in the study. Place and Duration of Study: The study was carried out from 2019 to 2020, among College of Education tutors in Ghana. Methodology: The quantitative approach with the positivist paradigm was adopted for the study. A total of 250 participants through a multistage sampling procedures (proportionate and simple random sampling) were used in the study. Ethical climate questionnaire, job satisfaction scale and organisational commitment questionnaire were adapted and used in the study. Validation of the instruments were carried out using Confirmatory factor analysis (CFA). Results: The results revealed that ethical climate was a substantial predictor of job satisfaction, [b = 1.11; SE = .009; Boot95%CI (.1.091, 1.128)]. The result discovered that a surge in ethical climate would lead to 1.11 increase in job satisfaction. The results again, showed that the direct effect of organisational commitment on job satisfaction was statistically significant, B = 1.108, Boot95%CI [1.090, 1.127]. Further, with the introduction of organisational commitment, the indirect effect of ethical climate on job satisfaction was not statistically significant, B = .0011, Boot95%CI [-.0011, .0043]. This suggests that organisational commitment does not mediates the relationship between ethical climate and job satisfaction. Conclusion: This study confirms the relationship between ethical climate and job satisfaction among tutors in the Colleges of Education. When the ethical climate of tutors increases the likelihood tutors would be satisfied with their teaching job.