The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers' self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high 20

Research findings in the literature show that teachers' concern about change process is extremely personal and it influences the implementation of innovation. This study aimed at assessing information and communication technology teachers' stages of concern regarding the implementation of information and communication technology (ICT) curriculum in basic schools. It also examined the effects of teachers' personal factors or variables such as gender and teaching experience on their stages of concern towards the implementation of ICT curriculum. Modified Stages of Concerns Questionnaires (SoCQ) (Hall, George & Rutherford 1979) based on Concern Based Adoption Model (CBAM) were used to collect data from 346 respondents. Data collected were analyzed using both descriptive and inferential statistics. The result of the study showed that teachers generally had their first and second high concerns at informational and consequence stages respectively and with low concern at awareness stage. Furthermore, statistically significant difference was found between gender and informational, management, consequence, collaboration and refocusing concerns. However, according to the results, teachers' stages of concerns were not related to their teaching experience.

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