The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) Likert-scale items were adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate on the study's key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.

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The purpose of the study was to examine the knowledge base of students in the Assin Manso Senior High School in the central region of Ghana. A qualitative method was used in this study. The population of the study comprised students from Assin Manso senior high school in the Central Region of Ghana. Purposive sampling technique was employed to select forty (40) respondents for this study. The forty (40) respondents consisted of all Students Representative Councils (SRC) members in the school. Each class has a representation in the study. The main instrument for data collection was interview guide. The data collection was done using Interpretative Phenomenological Analysis (IPA). The qualitative data was analysed by the use of the interpretative technique based on the themes arrived at during the interview. The themes were related to the research question. The study revealed that honesty is being loyal to a colleague, covering them up and standing by them as well. The study also indicated that honesty depict "we feeling" or "solidarity", so to them any students who does the opposite is considered to be dishonest. It is recommended that, Students who obey the school rules and regulations should be motivated by the school authorities in order to encourage the other students to do same. It is also recommended that parents and educators, should all advocate the teaching of moral values in our schools to instil in students the benefits that honest brings to them, the school, the family, community and the country as a whole.

The purpose of this study was to evaluate teachers' technological pedagogical content knowledge and pupils' academic performance in Religious and Moral Education (RME) in basic schools in the Ga-South Municipality of Ghana. Correlational research design was used for the study. The population of the study comprised RME teachers and final year pupils in the basic schools in the Ga-South Municipality. Krejcie and Morgan table, cluster sampling technique multistage sampling technique, proportional allocation of sample size, and purposive sampling were used to select, 532 respondents (159 basic schools 357 pupils and 175 RME teachers) for the study. The main instruments for data collection were questionnaire, observation guide, standardisedachievement-test. The Pearson's Correlational Coefficient was used to describe the linear relationship between each of the variables in the data analysis. The study concluded that it was uncertain as to whether teachers possessed adequate knowledge about the use of technology or instructional resources when it comes to the teaching of RME. The study also indicated teachers did not make effective use of the technology or instructional resources as observed, probably because they do not recognize the important role the use of technology plays in the teaching and learning process, they did not know how to use some of these technologies. Besides, some of these technologies were not available for use in the schools. Although, there was a weak positive correlation between teachers' technological knowledge and pupils' academic performance, the important role that technology plays in the teaching and learning process cannot be ruled out. It is therefore recommended that, the Ministry of Education, Ghana Education Service and Curriculum Research and Development Division should organise in-service training for teachers, since it turned out during the observation sections that teachers did not make use of audio-visuals (TV and motion pictures) and audio materials (example radio and tape recorders) in the Ga-South Municipality.

The purpose of this study was to investigate the practices of honesty and dishonesty and its implications on the academic life of Assin Manso Senior High School students (AMASS) in the Central Region of Ghana. A qualitative method was used in this study. A case study research design was adopted for the study. The population of the study comprised students from Assin Manso senior high school in the Central Region of Ghana. Purposive sampling technique was employed to select fifty-two-( 52) respondents for this study. The forty (40) respondents consisted of all Students Representative Councils (SRC) members in the school. Each class has a representation in the study. Twelve ( 12) teachers selected for the study constitute the members of the disciplinary committee in the school. The main instrument for data collection were unstructured interview guide and observation checklist. Data analysed and interpreted based on the themes related to the research questions. The study indicated that honesty is not only about truthfulness rather it entails sincerity, discipline, trustworthiness, frankness, authenticity, integrity, candour, probity, rectitude, incorruptibility and scrupulousness just to mention a few. The study also revealed that, some students were found not to be honest (cheating in examination, leaving school without exeat, covering up for wrongdoing, not obeying schools' rules and regulations and so on) even though teachers do their best to instil moral values in them and this is due to the fact that the students have little knowledge about the importance and benefits of honesty to them, society, family, school, community and the country at large. Moreover, the study indicated that some of the students were aware of the harmful effects that dishonesty could have on all aspects of their lives. It is recommended that, Students who leave school without exeat or permission should be punished in order to deter others from doing same or to be made as a day student. Students who condone and connive a wrongdoing in the school should be punished. It is also recommended that to prevent students from cheating in an examination closed-circuit television (CCTV) should be fixed in the entire examination hall. Students who cheat in an examination should be punished by the examination committee.