Philip Boateng is a Senior Lecturer at the Department of Interdisciplinary Studies, Faculty of Education and Communication Sciences, Akenten Appiah-Menka University of Skills and Entrepreneurial Development, Kumasi, Ghana. He has an MPhil in Educational Leadership (Curriculum & Instruction) and currently pursuing a Ph.D. in Curriculum and Supervision at the Centro Escolar University, Philippines. He has a research interest in teacher professional development, teacher efficacy, inclusive education, and instructional leadership.
As an early career teacher and researcher, Philip has published and co-authored 11 scholarly articles some of which have appeared in the African Education Review, The Qualitative Report, International Journal of Instruction, African Journal of Teacher Education, and Children and Youth Services Review.
Academic Qualifications
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- MPhil. Educational Leadership (Curriculum & Instruction)
Professional Affiliations/ Memberships
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- International Society for the Study of Behavioural Development (ISSBD)
- International Association for the Advancement of Curriculum Studies
- University Teachers Association of Ghana (UTAG)
Teaching Interests
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- Curriculum Studies
- Educational Measurement and Evaluation
- Human Rights in Ghana (Liberal Studies)
Research Interests and Supervision
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- Curriculum development and implementation
- Instructional leadership
- Teacher professional development
- Teacher self-efficacy
- Inclusive education
Selected Publications
B Adjei, S.T Sam, F.O Sekyere, P Boateng, (2023). 10 Ubuntu philosophy and the experiences of Deaf people in Ghana. Ubuntu Philosophy and Disabilities in Sub-Saharan Africa, 98. Taylor & Francis.
Boateng, P., Cabelles, G. D., Aboagye, M. O., Kotor, A., & Anane, V. (2023). An Exploratory Study on the Null Curriculum in the Basic Education System in Ghana. Anatolian Journal of Education, 8(1), 131-140.
Nti-Adarkwah, S. Boateng, P., Mensah, J. K., & Appiah-Kubi, E. (2023). Implementation of Inclusive Education in Ghanaian Colleges of Education: Factors that Influence the Tutors’ Perception. Education Quarterly Reviews, 6 (1), 592-604.
Kotor, A., Sekyere, F. O, Martin, G,. , Boateng, P., Aboagye, M. O., & Ntoaduro, A. (2023). Teachers’ Levels of Knowledge and Attitudes Towards the Inclusion of Children with Special Educational Needs in Regular Classrooms. Africa Education Review 19 (1), 76-102.
Adjei, S.B., Sam, S.T., Sekyere, F. O., & Boateng, P. (2022). Sign language interpreter- mediated qualitative interview with deaf participants in Ghana: Some methodological reflections for practice. The Qualitative Report, 27(1), 79- 95. https://doi.org/10.46743/2160-3715/2022.5087
Osei-Aboagye, M., Boateng, P., Asare, K., Ouwsu-Sekyere, F., Opoku-Antwi, C., & Jinliang, Q. (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, 118(105468), 1-12. https://doi.org/10.1016/j.childyouth.2020.105468
Boateng, P., Sekyere, O. F., Arhin, K. A., Asare, K., & Adarkwah, S. N. (2019). Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specialization. African Journal of Teacher Education, 8, 281-298.
Nti-Adarkwah, S., Mensah, O. S., Boateng, P., & Gyapong, M. (2019). Inclusion of children with disabilities in regular kindergarten schools in Ghana: The perception of the implementers. British Journal of Education, Learning and Development Psychology, 2(2), 53-79.
Boateng, P. & Sekyere, O. F. (2018). Exploring in-service teachers’ self-efficacy in the kindergarten classrooms in Ghana. International Journal of Instruction, 11(1), 239-254. https://doi.org/10.12973/iji.2018.11117a
Cobbold, C., & Boateng, P. (2016). How confident are kindergarten teachers in their ability to keep order in the classroom? A study of teacher efficacy in classroom management. Journal of Education and Practice, 7(36), 181-190.
Cobbold, C., & Boateng, P. (2015). Exploring instructional practices efficacy of kindergarten teachers in the Kumasi Metropolis. Journal of Developing Country Studies, 5(6), 173-187.