Christopher Yaw Kwaah
3 Publications in AERD
Author Publications
Export PDFSocial media use among basic school teachers in Ghana: exploring opportunities and challenges
By Christopher Yaw Kwaah
Social media has increasingly become a vital tool for communication and collaboration in the global education sector, including Ghana. However, there is limited empirical research on the use of social media by basic school teachers in Ghana. This study explored the use of social media by this group of teachers, focusing on the associated opportunities and challenges. Using a descriptive survey design; an online questionnaire was administered to 1,014 randomly selected basic school teachers. The study found that Facebook and WhatsApp were the most used platforms. Teachers used social media for various purposes, including communication with colleagues, parents, and students; professional development; and resource sharing. However, concerns about the effects and challenges of social media use, such as addiction, time consumption, high data expenditure, cyberbullying, and unreliable internet access, were also identified. The findings provide valuable insights into the current state of social media use by basic school teachers in Ghana and improve our understanding of the potential benefits and challenges associated with its use in education. This study suggests that the Ministry of Education should develop guidelines and policies to ensure teachers’ responsible and effective use of social media to improve teaching and learning in Ghana. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Improving School Quality in Junior High Schools in Ghana: Teachers’ Myth and Reality of a Decentralization Policy
By Christopher Yaw Kwaah
In the education decentralization processes, community participation in education governance has been argued to be essential for improving accountability to service beneficiaries. Therefore, this paper examined the perspectives of key actors on the impact of an educational decentralization policy on improving school quality education in Junior High Schools in Ghana. Participants in the study were 54 School Management Committee (SMC)/Parent-Teacher Association (PTA) members, 106 teachers, and 11 head teachers in 11 schools drawn from two districts in the Central Region of Ghana. Teachers filled out questionnaires and interviews were conducted with SMC/PTA members using a semi-structured interview guide and with 11 head teachers. The paper reveals that the education decentralization policy, with community participation at its heart, has given schools some autonomy in their decision-making process. However, the involvement of community members in school activities has been limited mainly to financing, with little emphasis on the decision-making process in school governance. The study recommends that there should be adequate support for communities to become more involved in the decision-making process, especially in implementing the School Performance Improvement Plan for Ghana to achieve Sustainable Development Goal (SDG) 4. © The Author(s) 2023.
Exploring preservice teachers' digital skills, stress, and coping strategies during online lessons amid covid-19 pandemic in Ghana
By Christopher Yaw Kwaah
There are concerns about the association between the level of students' digital skills and the amount of stress they experience. However, evidence from both cross-sectional and longitudinal studies is limited. The main aim of this study was to address this gap in the literature by examining the relationship between preservice teachers' digital skills and stress. The study employed an online cross-sectional survey, which was completed by 661 pre-service teachers enrolled in colleges of education in Ghana. The findings showed that preservice teachers' low digital skills were associated with higher stress levels during the period of online teaching and learning necessitated by the COVID-19 pandemic. The study further revealed that preservice teachers' limited access to resources was a significant cause of stress. Preservice teachers' main coping strategies for reducing stress were positive framing, such as seeking advice from friends and family, seeing something good in what is happening and learning from the experience. Recommendations include providing more training on digital technologies during the initial preparation for teachers.
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