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This study looked at the study habits of University of Cape Coast Distance Education learners in the Cape Coast Study Centre in the Central Region of Ghana. Descriptive survey design was used to conduct the study. Stratified and simple random sampling procedures were used to select 338 Business and Education distance learners. A self-designed questionnaire, which consisted of 40 items, was used to collect data from the respondents. Data collected was analysed by the use of descriptive (frequencies and percentages). The results of the study revealed that Distance Education students exhibit study habits such as reading while lying in bed, not being able to study for a minimum of three hours in a day, do not look for additional materials from the internet as well as reading over their notes before their next face-to-face meetings. It was found in the study that distance education students need guidance and counselling on time management, prioritizing their daily activities, as well as how to develop effective reading skills. It is therefore recommended that distance education students be provided with guidance and counselling on effective study habits as a support service.

We investigated into combining motherhood with academic life concentrating on the struggles of student-mothers. The study adopted the mixed method design affirming the qualitative data with quantitative data. The purposive and convenient sampling procedures were used to select the sample from the University of Cape Coast Distance Education, Oyoko Study Center. The study found that majority of respondents go through academic struggles such as inability to attend face-to-face lectures regularly because of tiredness, sickness of child, taking baby to child welfare clinic and lack of lactating rooms for breastfeeding of babies. To cope with the struggles respondents relied on paid house helps, keeping children at day care centers, raising loans and relying on husbands and friends for support. The study recommended for the provision of lactating rooms, day care centers and counselling services for student-mothers on all centers of the College of Distance Education.

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The aim of this study was to assess how basic school teachers’ job satisfaction relates to their productivity in the Asante Akim South District of the Ashanti Region of Ghana. The descriptive design was employed in conducting the study. The population covered all the Basic School teachers in the Asante Akim South District. The sample size was 217, made up of 179 males and 38 females. A questionnaire was used to collect data from respondents. Data analysis was done, using frequency and percentage counts as well as the Pearson Product Moment correlation. Key findings of the study indicated that majority (71.9%) of the respondents perceived that the government’s District Best Teacher award scheme only motivates a few teachers at the expense of the majority of teachers. Teachers’ level of job satisfaction shows a strong positive correlation with teacher productivity (r = 0.870, p = 0.020). In order to enhance teacher job satisfaction and productivity, it was recommended that the District Best Teacher award scheme should be made to cover at least 20% of teachers in the district instead of an individual so that majority of them would not feel unmotivated, neglected and unrecognized. Government should make teacher promotions and salaries relatively equitable and competitive with that of workers in other analogous institutions in the country in order to enhance their job satisfaction and productivity.