Vol 14 Issue 2 April 2026-June 2026

Abstract: Education policy reform in pre-service teacher education in Ghana seeks to enhance the quality of teachers via competency-based training, ICT integration, and better experiences in practicum programs. This research examined the experiences, challenges, and achievements regarding these educational reforms from the perspectives of teacher educators, administrators, and pre-service teachers. A qualitative exploratory research design was adopted for Colleges of Education in Ghana. The purposive sampling method was used to select participants who had experience with the educational reform process. Data were gathered using semi-structured interviews and focus group discussions. A thematic analysis approach was applied to identify recurring themes in the responses of different stakeholders. Findings suggest that there were both positive and negative experiences. Teacher educators experienced an increase in workload and a lack of support. However, professional standards were positively affected. The administrators acknowledged improvement in quality assurance and physical infrastructure. However, lack of funds and inconsistent policies were cited among the challenges. Pre-service teachers had improved their pedagogic and ICT competencies. But challenges of ICT and high stress were observed. The identified challenges included limited resources, inadequate training, poor communication, supervision problems, and differences among regions.

Keywords: Policy reforms; pre-service teacher education; experiences of stakeholders; implementation challenges; Ghana.

Title: Policy Reform Implementation in Ghanaian pre-service Teacher Education: Experiences, Challenges, and Outcomes from Key Stakeholders’ Perspectives

Author: Arnold Amasiya Asanga, Rachael Awinebolom Asaah

International Journal of Thesis Projects and Dissertations (IJTPD)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 26-41

Research Publish Journals

Website: www.researchpublish.com

Published date: 08-May-2026

Abstract: The present research aimed at investigating the impact of educational policies on pre-service teacher education in Ghana by specifically exploring how the introduction of reforms such as the 1987 Educational Reforms, Free Compulsory Universal Basic Education, Ghana Education Trust Fund, and National Teacher Standards has influenced the structure of the curriculum, pedagogical practices, adoption of ICTs, and institutional capacity. In the current study, the qualitative research methodologies were used, with the involvement of interviews, focus group discussions, and analysis of documents in the chosen colleges of education and universities. Based on the results derived, credit has to be given to reform policies, which have brought a lot of changes in teacher education. Competency-based curriculum, learner-centred pedagogies, ICTs integration, inclusion, extended practicum, and national teaching standards have marked teacher education. Adopted in teacher education methods include group work, inquire based learning, journal writing, micro-teaching and heavy use of ICT among others. The ICT adoption has helped to develop Pedagogical skills of pre-service teachers, although it has not been used consistently since access and provision of infrastructures to facilitate its use remains a problem. Institutional capacity results in disparities in assistance albeit through the Ghana Education Trust Fund and this is primarily blamed on disparities between the rural and urban.

Keywords: Educational policy reforms; pre-service teacher education; pedagogical practices; institutional capacity; Ghana.

Title: Assessing the Impact of Educational Policy Reforms on Pre-Service Teacher Education in Ghana: A Qualitative Inquiry

Author: Arnold Amasiya Asanga, Asaah Rachael Awinebolom

International Journal of Thesis Projects and Dissertations (IJTPD)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 10-25

Research Publish Journals

Website: www.researchpublish.com

Published date: 08-May-2026

Abstract: The study's goal was to investigate how asset-liability management components, capital adequacy affected Tier II commercial banks' financial performance in Kenya from 2014 to 2023. The study's particular goals were to ascertain how capital adequacy affected the financial performance of Kenya's tier II commercial banks. Agency theory served as the study's guiding theory. A descriptive research design was used in the study. All eight of Kenya's Tier II commercial banks as of December 31, 2023, were included in the target population. The study made use of secondary data gathered from KBA reports, Central Bank of Kenya reports, and the audited and published financial statements of commercial banks since 2014. Data was analyzed using descriptive method inferential analysis. Descriptive analysis involved the use of means and standard deviation. Inferential analysis was done using correlation analysis and regression method. The analysis findings indicated that Capital adequacy had a positive and significant effect on ROE (β =.021, p =0.016<0.05), indicating that well-capitalized banks are better cushioned against shocks and sustain higher profitability. This highlighted the detrimental impact of inefficiencies, fraud, system failures, and weak internal controls on profitability. The study recommended tier II commercial banks to adopt proactive capital adequacy management techniques. The Central Bank of Kenya is recommended to continue enforcing capital adequacy requirements to improve resilience and safeguard financial stability.

Keywords: Asset-Liability Management, Capital Adequacy, Financial Performance, Tier II Commercial Banks in Kenya, Return on Equity.

Title: ASSET-LIABILITY MANAGEMENT AND FINANCIAL PERFORMANCE OF TIER II COMMERCIAL BANKS IN KENYA

Author: Phelix Omondi Oywer, Dr. Joshua Matanda

International Journal of Thesis Projects and Dissertations (IJTPD)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 1-9

Research Publish Journals

Website: www.researchpublish.com

Published date: 07-May-2026