R&P: Articles in Journals

Since

Kayima, F., Tesfamicael, S. A., Swai, C., Mikimbili, S. T., Munezeroo, M. R., Darko, K. A., Hanson, R., Berglund, T., Thorne, K., Suhoneni, S. Munezero, V. & Marcellin, R. M. (2027). Competency-based education in sub-Saharan Africa in STEM: Lessons from four countries on sustainability, technology and indigenous knowledge. Journal of Research in Science Teaching, 6, 1-16. https://onlinelibrary.wiley.com/journal/10982736

Yamoah, E. E., Okyere, E. D., & Aubyn, M. (2026). From appraisal to professional learning: How organisational and relational conditions shape teacher performance appraisal in Ghana. African Journal of Empirical Research, 7(4), 945-962. DOI: https://doi.org/10.51867/ajernet.7.4.77

Duncan, E. A., & Affran, S. (2026). Accelerating Ghana's Sustainable Transport Transition: The Role of Electric Vehicles in Achieving SDG 7 and SDG 13. Frontiers in Sustainable Energy Policy,, 5, 1930955.

Affran, S., Quao, B., & Arthur Duncan, E. (2026). Justice Perceptions and Teacher Performance: The Mediating Role of Professional Love in Ghanaian Senior Secondary Schools. Social Justice Research, 23, 1-23. https://doi.org/10.1007/s11211-026-00485-5

Kuranchie, A. (2026). Socio-economic status of parents and academic performance in technical institutes, Ghana. African Journal of Empirical Review, 7(3), 455-465.

Kuranchie, A. (2026). Heads of department’s networking in academic institutions: The enablers, benefits, and disenablers. Frontiers in Education, 11, 1704896.

Kyei, S., Kuranchie, A. & Obeng, J. I. (2026). Benefits of and factors that influence teacher collaboration in professional practices. Journal of Research Innovation and Implications in Education, 10(4), 418 – 430.

Kuranchie, A. (2026). Social capital and student educational outcomes: A systematic review of contextual and methodological patterns. Journal of Arts, Humanities and Social Sciences, 3(3), 47-59.

Ahulu, D. K., Kuranchie, A., & Kusi, H. (2026). Leadership instability of a school and its consequences: Research evidence. African Quarterly Social Science Review, 3(3), 209-224.

Okyere, E. D., Yamoah, E. E., & Nkansah, J. O. (2026). Beyond deficit narratives: Supervisory gaps, resilience, and institutional learning in Ghanaian higher education. SN Social Sciences, 6(11), 1-34. DOI: https://doi.org/10.1007/s43545-026-01871-1

Kyei, S.; Kuranchie, A; & Obeng. I J. (2026). Benefits of and Factors that Influence Teacher Collaboration in Professional Practices. Journal of Research Innovation and Implications in Education, 10(4), 418 – 430.

Senyametor, F., Bervell, B., Segbenya, M., Saani, A-J., & Dorsah, E. (2026). Trainee-teacher instructional performance in distance education: the role of course facilitator evaluation, andragogical approach, and institutional infrastructure. International Journal of Education and Practice, 5(3), 1-21.

Dorsah, E., Ampah-Mensah, A. K., Asumadu, R., Achido, T. A., & Ayew-Sam, C. (2026). Modeling Pre-service Management Teachers’ Professional Knowledge and Self-efficacy in Teaching: An Implication Study for Quality Education. International Journal of Educational Reform, 2, 1-16. DOI: https://doi.org/10.1177/10567879261448917

Somuah, B. A., Dorsah, E., Sam, L., & Bervell, B. (2026). Modelling pre-service teachers’ perceptions of teaching practice: influences on instructional readiness and delivery in Ghana. Social Sciences & Humanities Open, 13, 1-14. DOI: https://doi.org/10

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