About

Dr Joseph Cobbinah is a faculty member in the Department of Educational Studies and Leadership. Joseph has over 25 years of teaching experience. Joseph is an expert in school improvement, educational leadership, management, and administration and teacher professional development. He has taught in different schools, colleges, and universities in Ghana, Eswatini, and the United Kingdom.   Joseph facilitates in teachers’ professional development workshops and organizes educational leadership and school improvement workshops for head teachers, school administrators and education stakeholders.  Joseph is also team inspector of schools and contributes towards the work of the National School Inspectorate Authority (NaSIA) as a Team Inspector. He also Ghana Tertiary Education Commission (GTEC). He also consults for the National Teaching Council among others. Joseph has done several consultancies for organizations such as Kindermissionswerk – a German NGO in association with Syspons GmbH, World Vision Canada, Transforming Teacher Education and Learning (T-TEL) and DFID in Association with Cambridge Education, UK, First Management Training Consultants Ltd in Nigeria, etc. 

Education

• University of Bath (EdD Educational Leadership, Management & Administration)
• The University of Derby (International Postgraduate Certificate in Education (IPGCE))
• University of Bradford (PhD Development Management & PGDip in Research Methods)
• University of Cambridge (MPhil Educational Leadership and School Improvement)
• The Open University, UK (MSc Development Management)
• The University of Nottingham, UK (B.Ed. (Hons))

Research Interest

• Educational Leadership, Management & Administration 
• School Improvement and Inspection of Schools
• Teacher Training & Teacher Professional Development. 
• International Development Management

Publications

Journals

1. Cobbinah, J.E. & Eshun, E. (2021) School self-evaluation and the nature of support system for basic schools in Ghana, Sage Open, 1-13 
2. Cobbinah, J.E. (2020). Analysis of the problematic nature of appointment of public senior high school (SHS) head teachers and the governance of schools in Ghana International Journal of Teacher Education and Professional Development, 3(2), 19-32
3. Cobbinah, J.E. (2019). Assessing the ideological foundations and relevance of the school feeding policy in Ghana: implementation challenges and lessons for the future, International Journal of Political Activism and Engagement, 6(4), 42-56
4. Cobbinah, J. E. & Osei-Tutu, E. M. (2019). Pre-marital counselling and sustainability of marriages in contemporary Ghanaian society, International Journal of Political Activism and Engagement, 6(1), 52-64 
5. Cobbinah, J.E. & Aryeh-Adjei, A. A. (2018). Academics with professional doctorate degrees in Ghanaian universities, International Journal of Adult Vocational Education and Technology, 9 (3) 24 – 34 
6. Cobbinah, J.E. (2015). Power relations in community participation: does it really matter, Journal of Economics and Sustainable Development, 6 (13), 144 – 150 http://www.iiste.org/Journals/index.php/JEDS/article/view/24284

Books Chapters 

1. Cobbinah, J. E. (2019) Information technology leadership and change in higher hducation in Makewa, L. N. & Ngussa, B. M. (eds) (36-54), Emerging IT issues in higher education, Hershey, PA: IGI Global 
2. Cobbinah, J. E. (2019) Barriers to strategic leadership in education in O'Connor, J. R. (ed) (82-93) Strategic leadership in PK-12 settings, Hershey, PA: IGI Global 
3. Cobbinah, J. E. & Agyemang, S. (2019) Quality management and academic leadership in Sony, M., Therisa, K. K. & Baporikar, N. (eds) (101-120) Successful implementation of quality management principles in higher education, Hershey, PA: IGI Global  
4. Cobbinah, J. E. & Adjei-Boateng, E. (2019). Teaching and learning 21st century skills for life in Keengwe, S. (ed) (365 – 378), Handbook of research on innovative digital practices to engage learners, Hershey, PA: IGI Global  
5. Adjei-Boateng, E. & Cobbinah, J. E. (2019). Secondary school teacher preparation in the age of inclusive education in Rice, B. M. & Threlkeld, A. (eds). (30 – 42), Global perspectives on inclusive teacher education, Hershey, PA: IGI Global
6. Adjei-Boateng, E. & Cobbinah, J. E. (2019). Working with immigrant children in schools: practical skills for teachers in Keengwe, S. (ed). (229-245), Handbook of research on engaging immigrant families and promoting academic success for English Language learners, Hershey, PA: IGI Global

Books 

1. Cobbinah, J.E. (2014). Action research: meaning, principles, and process, Accra: Ghana Universities Press