Dr. Kotor Asare is a lecturer, and an early childhood education teacher educator, who holds a B.Ed in Early childhood education and an M.Phil. in educational leadership with a specialization in early childhood education curriculum studies from the University of Education, Winneba- Ghana. I am also a Ph.D. holder in the area of educational leadership and management in early childhood teacher education from the University of South Africa.

I lecture full-time at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), formerly the University of Education, Winneba-Kumasi Campus, Ghana.  In the area of research and technical writing, I have widely published peer-reviewed scholarly articles in the international academic community on curriculum, assessment, and early childhood teacher education-related issues. On awards and recognitions, I won an educational bursary to undertake a month-long training in 2018 on emotional development and resilience in early childhood education, under the auspices of MASHAV-University of Haifa in Israel. I was also the recipient of the 2020 National Best Students Lecturer award in Ghana.

I firmly believe that a good teacher provides down-to-earth examples to students, that encourage and allow for dialogue. My teaching, research, and mentoring activities have a fundamental goal of getting the best out of my students. I have also served as a Faculty Examinations Officer, and the Coordinator of African and Liberal Studies at the Department of Interdisciplinary Studies, AAMUSTED (formerly COLTEK) from 2019 to 2023. I also serve on boards and committees including the Faculty of Education and Communication Sciences Examination Board, Timetable, and Examination Committee.

Academic Qualifications

• • Doctor of Philosophy in Early Childhood Teacher Education

Professional Affiliations/ Memberships

• • University Teachers Association of Ghana (UTAG)
  • National Early Childhood Graduate Teachers Association of Ghana (NECGTAG)

Teaching Interests

• • Educational Psychology
  • Principles and Practice of Teacher Education
  • Differentiated Planning and Assessment in Early Grade Education
  • Psychological Basis of Learning
  • Foundations of Education in Ghana
  • Contemporary Issues in Early Grade Education
  • Administration and Management of Early Grade

Research Interests and Supervision

• • Early Childhood Teacher Education related issues
  • Curriculum issues
  • Child Play and recreational issues
  • Educational Leadership issues

Selected Publications

• • Aboagye, M. O., Antwi, C. O., Asare, K., Ntim, S., Gyasi, F., & Frimpong, K. (2023). Job stressors and teacher burnout in the         preschools-initial assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle- income country. Early Years, http://.doi.org/10.1080/09575146.2023.2237207
  • Asare, K., Boateng, P., Sekyere, F.O., Aboagye, M.O., Martin, G., & Ntoaduro, A. (2023). Teachers’ levels of knowledge and attitudes towards the inclusion of children with special educational needs in regular classrooms. Africa Education Review, 1-27.  https://doi.org/10.1080/18146627.2023.2177687.
  • Boateng, P., Cabbles, D. G., Aboagye, M. O., Asare, K., & Anane, V. (2023). Exploring the null curriculum in Ghanaian basic education system. Anatolian Journal of Education (AJE321022).
  • Adentwi, K. I., Frimpong, S. B., Asare, K., Amuah, E. U. (2023). Principles, practices and issues in teacher preparation and development.Kumasi: Jerusalem Press.
  • Asare, K. (2023). Early childhood care and education teachers’ handbook: The Ghanaian way (in print).
  • Asare, K. (2023). Early childhood teachers’ pedagogical assessment leadership practices and skills in Ghana. Thesis and Dissertations. Pretoria: University of South Africa.
  • Aboagye, M. O., Boateng, P., Asare, K., Sekyere, F. O., Antwi, C. O., & Qin, J. (2020).  Managing conflictual teacher-child relationship in pre-schools: A preliminary test of the job resources buffering-effect hypothesis in an emerging economy. Children and Youth Services Review, Elsevier, 118 (105468), 1-12. https://doi.org/10.1016/j.childyouth.2020.105468.
  • Aboagye, M. O., Qin., J., Pekárková, S., Antwi. C. O., Jababu, Y., Asare. K., Affum-Osei, A., & Akinyi, N. (2019). Factorial validity of the student–teacher relationship scale— short form, latent means comparison of teacher–student relationship quality and association with child problem and prosocial behaviours. Journal of Psychological Studies, 64, 221–234. DOI:  https://doi.org/10.1007/s12646-019- 00488-0.
  • Nti-Adarkwah, S., Boateng, P., Arhin, A. K., Sekyere, F. O., Asare, K., (2019). Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations. African Journal of Teacher Education, 8, 281- 298.
  • Asare, K. (2015). Exploring the kindergarten teachers’ assessment practices in Ghana. Journal for Developing Country Studies, 5 (8), 110-128. ISSN 2224-607X (Paper) ISSN 2225- 0565 (Online).