The study was based on quantitative assumptions, and investigation was done to check the impact of mathematics teachers’ self-efficacy beliefs (MTSEB) and their professional development (PD) in teaching mathematics in inclusive settings. The theoretical foundation of the study was based on self-efficacy beliefs and the concept of system thinking. A purposive sampling technique was used to select all senior high schools practising inclusive education and mathematics teachers teaching in those inclusive settings. The sample used for the study was all 95 mathematics teachers found in all the inclusive settings. The study concluded that MESEB and PD have enhanced the 14 instructional delivery of mathematics and assisted families to help their children do well inmathematics. It was also found that the most difficult parts of teaching in an inclusive setting were not being able to help students understand pictures and diagrams during mathematics lessons and not having enough resources to help students learn. On issues related to teachers managing students in an inclusive setting, it was concluded that the PD of teachers helps them gradually shape students until they can perform the expected behaviour before they are reinforced. However, it was recommended that institutions in charge of issuing certificates for teachers should ensure that the training and development of teachers are done intensively through presentations or practicums to build teachers’ self-efficacy for good instructional delivery. Again, the Ministry of Education needs to concentrate on creating more inclusive educational institutions and giving them the tools, they require so that instructors can effectively instruct pupils. The researchers recommend that the inclusive education environment should have a well-established classroom management plan or guideline within which the instructor must function. The national rules should be modified to include a classroom management guideline that is adapted to the unique needs of the students in each inclusive educational environment. During their practicum, teachers should learn about this classroom management rule, which will help them do their jobs in the classroom.

The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better

The "bossman" factor, the "headship role of men" in Africa, is entrenched in the social fabric of Africa. Nonetheless, there is little attention to how this headship role of men in the family influences family communication. The present study explored the influence of the headship role of men in family communication. The researchers selected 10 participants from the Cape Coast Metropolis and elicited data through interviews. Using family communication theory as a guide, the researchers analyzed the transcribed data and came out with the following findings. Firstly, the headship role of men serves as a barrier to family communication because men serve as the final authority in decision-making, conflict resolution, and children's openness. Secondly, the researchers discovered that married women adopt coping strategies such as effective listening, sex appeals, and third-party counselling. Finally, the study revealed that sociocultural variables such as ethnicity, religion, and gender greatly influence the perpetuation of men's headship role, thus the' bossman role' in family communication. The researchers recommend that counsellors should consider guiding husbands to be considerate in dealing with family communication issues because men overstretching their headship role affect effective family communication.

Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.

The study investigated the academic adjustment needs of regular undergraduate international students of universities in southern Ghana. The descriptive survey design of the quantitative research approach was employed for the study. The data were analysed using both descriptive (mean, standard deviation and rank) and inferential (Independent-samples t-test) statistics. The findings showed that the academic adjustment needs of international students were quite serious or weighty, and there was no significant difference in the academic adjustment needs of undergraduate regular international students on the basis of gender. On the basis of these findings, it was recommended, among other things, that policy makers and management of the universities must take into account the reality of the academic adjustment needs of regular undergraduate international students no matter their gender. They should also consider effective ways of making their stay in universities in southern Ghana less stressful.