Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana
Global attention has been drawn to gender and sex issues. The purpose of this study is to assess the representation of female tutors in Colleges of Education in Northern Ghana. The Social Norms Theory and the Feminist Theory were adapted for this study. A mixed-method approach was used to analyze th...
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| Language: | English |
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Noyam Journals
2025-03-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/03/JELT2025634.pdf |
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| author | Zakaria Shanunu Sulemana Iddrisu |
| author_facet | Zakaria Shanunu Sulemana Iddrisu |
| author_sort | Zakaria Shanunu |
| collection | DOAJ |
| description | Global attention has been drawn to gender and sex issues. The purpose of this study is to assess the representation of female tutors in Colleges of Education in Northern Ghana. The Social Norms Theory and the Feminist Theory were adapted for this study. A mixed-method approach was used to analyze the data. The target population for the study were all the ten (10) Colleges of Education in Northern Ghana. The data was collected through focus group interviews and questionnaires. The data was curved into thematic areas and analyzed. A descriptive design was used to determine the present status of the phenomena. Key findings from this data include: Northern Colleges of Education have no Female Principal and Female Vice-Principal. For teaching staff, the results revealed that no female has the rank of Principal Tutor and Chief Tutor as compared to one percent (1%) of males occupying these ranks in the Colleges of Education in Northern Ghana. Seventy-six percent (76%) of the total population of females are Tutors and Senior Tutors as against eighty-nine percent (89%) of men in the same rank. Nevertheless, in some specific colleges, one key finding was that all the females tutors hold management positions in the college. It is time to re-evaluate hiring practices in public Colleges of Education so that qualified women are given preference over their male counterparts. This study contributes to scholarship on achieving gender equality. |
| format | Article |
| id | doaj-art-856015b8543f45bbaebc1d179e4cc7e5 |
| institution | OA Journals |
| issn | 2720-7730 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-856015b8543f45bbaebc1d179e4cc7e52025-08-20T02:16:56ZengNoyam JournalsJournal of Education and Learning Technology2720-77302025-03-0163124133https://doi.org/10.38159/jelt.2025634Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern GhanaZakaria Shanunu 0https://orcid.org/0000-0003-0725-2713Sulemana Iddrisu1https://orcid.org/0000-0001-6839-1640Department of Sociology and Social Work, Faculty of Social Sciences, University for Development Studies, Tamale, Ghana.Tamale College of Education, Ghana.Global attention has been drawn to gender and sex issues. The purpose of this study is to assess the representation of female tutors in Colleges of Education in Northern Ghana. The Social Norms Theory and the Feminist Theory were adapted for this study. A mixed-method approach was used to analyze the data. The target population for the study were all the ten (10) Colleges of Education in Northern Ghana. The data was collected through focus group interviews and questionnaires. The data was curved into thematic areas and analyzed. A descriptive design was used to determine the present status of the phenomena. Key findings from this data include: Northern Colleges of Education have no Female Principal and Female Vice-Principal. For teaching staff, the results revealed that no female has the rank of Principal Tutor and Chief Tutor as compared to one percent (1%) of males occupying these ranks in the Colleges of Education in Northern Ghana. Seventy-six percent (76%) of the total population of females are Tutors and Senior Tutors as against eighty-nine percent (89%) of men in the same rank. Nevertheless, in some specific colleges, one key finding was that all the females tutors hold management positions in the college. It is time to re-evaluate hiring practices in public Colleges of Education so that qualified women are given preference over their male counterparts. This study contributes to scholarship on achieving gender equality.https://noyam.org/wp-content/uploads/2025/03/JELT2025634.pdfcolleges of educationgendermainstreamingnorthern ghanatutors. |
| spellingShingle | Zakaria Shanunu Sulemana Iddrisu Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana Journal of Education and Learning Technology colleges of education gender mainstreaming northern ghana tutors. |
| title | Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana |
| title_full | Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana |
| title_fullStr | Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana |
| title_full_unstemmed | Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana |
| title_short | Assessing the Representation of Female Tutors in Colleges of Education – A Case of Northern Ghana |
| title_sort | assessing the representation of female tutors in colleges of education a case of northern ghana |
| topic | colleges of education gender mainstreaming northern ghana tutors. |
| url | https://noyam.org/wp-content/uploads/2025/03/JELT2025634.pdf |
| work_keys_str_mv | AT zakariashanunu assessingtherepresentationoffemaletutorsincollegesofeducationacaseofnorthernghana AT sulemanaiddrisu assessingtherepresentationoffemaletutorsincollegesofeducationacaseofnorthernghana |