This study explored gender differences in stressors experienced by teacher education students at the University of Ghana, and adaptation stratagems they might utilise to manage stress. In 2018–2019 academic year, a total of two hundred and seventy (270) second- and third-year students were selected using random sampling procedure to respond to closed-ended and open-ended questions in a survey questionnaire. The questionnaire was adapted from Dental Environmental Stress (DES) to measure stressors students encounter and the Brief Coping Orientation to Problems Experienced (Brief COPE) to measure students’ coping stratagems they might use to minimise their stress levels (Folkman & Lazarus, 1984). It was pre-tested to learners of the faculty of education at the University of Cape Coast, Ghana, to ensure the reliability and validity of the statements. The findings show that the students use multiple strategies, such as praying/meditating and self-distracting activities to cope with stress. Although, females had higher overall perceived stress levels regarding encountered academic stressors and health stressors, the difference between genders was insignificant. Similarly, females had a higher perception of stress from psychosocial stressors when likened to males, however, the difference between genders was also insignificant. Regarding perceived coping stratagems, females utilised adaptive coping stratagems whilst males utilised maladaptive and avoidance coping stratagems although the difference between genders was also not significant. The study recommended among others that males be urged to likewise utilise increasingly adaptive strategies to control strain.

This research examined the stressors that teacher education students of the University of Ghana usually encounter and the coping stratagems that they frequently embrace. Random sampling technique was employed to select 270 s and third year undergraduate students in 2018/2019 academic year to answer a survey questionnaire with closed-ended and open-ended questions. Dental Environmental Stress (DES) questionnaire on stressors was adapted whereas coping stratagems that might be utilised by students to minimise stress was measured using an adapted form of the Brief COPE. The outcomes of the research revealed that 'working to meet scholastic requirements", "inadequate supply of power and water in halls", and "changes in eating and sleeping habits", were three major stressors experienced by teacher education students. Furthermore, learners utilised numerous approaches, such as praying or meditating, and self-diverting actions as coping strategies. Learners also used more adaptive coping strategies, than maladaptive and avoidance coping strategies. Overall, resident students were found to be more stressed than non-resident students. Again, this study revealed that resident

Using oral interviews, archival sources, observation, and published materials, we discuss the recruitment and training processes of the Okule Cult, an all-female cult. We analyze information obtained from the Nawuris of Northern Ghana to give insights into the relevance of Okule education practices to communities in Ghana. Knowledge about how members of the Okule cult educate new inductees and younger members advances our understanding of the continued importance of African Traditional Education. It would aid efforts to decolonize education on the African continent. The findings of our study can help educational authorities provide a balanced and holistic educational experience to learners.

This paper examined the postulations propounded by Gender and Emotional Intelligence (EI) theories regarding the relationship between gender and EI. It interrogated the veracity of the postulations advanced by these theories, considering the fact that there are other factors such as age, marital status, and many more that may account for individuals' EI. The study was conducted among pre-service teachers in two selected colleges of education in the Central Region of Ghana. Using purposive and convenient sampling techniques, a total of 539 second-year pre-service teachers were selected from the two colleges. Questionnaires were administered to all the respondents, which were designed taking into cognisance the "Mayer, Salovey, and Caruso (1999) Emotional Intelligence Test-MSCEIT and Baron-On's (2004) EI Inventory." A Quasi-Experimental Design was adopted for the study. Findings from the study's analysis revealed that gender, in particular, age and marital status in no way influenced the pre-service teachers' EI. Rather, other elements such as individuals' personalities and moods, adequate rest, limited stress, and the individual building of personal and social competences could influence pre-service teachers' EI.

This study assessed occupational stress among Senior High School teachers in Ghana. The descriptive survey design was used for the study. The census method was used to involve all the 520 teachers in the selected public Senior High Schools in the Cape Coast Metropolis. The research instrument used was a questionnaire. Descriptive statistics (frequencies and percentages) and inferential statistics (independent samples t-test and One-Way ANOVA) were employed for the data analysis. The findings showed low level of occupational stress among the teachers engaged in the research. The study also revealed that there is no statistically significant difference in occupational stress among teachers based on their gender. However, the study found out that there was a statistically significant difference in occupational stress among teachers based on their age, educational qualification and teaching experience. Based on the findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES) and other analogous institutions should consciously re-design the responsibilities of teachers in the classroom in such a way that it may reduce the occupational stress, burnout and turnover intentions teachers experience on their jobs.