Rev. Msgr. Professor Stephen Ntim (PhD)

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    Dean / Fulltime Professor

    Rev. Msgr. Professor Stephen Ntim, currently Dean of International Programmes & Institutional Advancement (OIPIA) of the Catholic University College of Ghana, is a Professor of Psychology of Education. He holds the PhD in Psychology of Education, and a Master of Philosophy (M.Phil.) degree in Psycholinguistics from the Salesian Pontifical University of Rome (Universita Pontificia Salesiana di Roma, UPS), and combined Masters’ Degree (researched M.A) in the study of Religion and Religious Education from the Graduate School of Religion and Religious Education, Fordham University, New York. He has been a priest for over 36 years, ordained on 15th July, 1984, for the Catholic Archdiocese of Kumasi-Ghana.

    He is the founding Dean of the Faculty of Education of the Catholic University College of Ghana. He served in this position for over twelve (12) years (July 2007-July 2020), nurturing the then infant Faculty, and designing almost all the twelve (12) academic postgraduate and undergraduate programmes currently run in the Faculty. He is a member of the University Council; Member of Senate (Academic Board); Chairman of the University’s Admissions Board; Chairman of the University’s Strategic Planning Committee; Chairman of the University’s Disciplinary Committee for Senior Members; Chairman of the Library Board; Chairman of the University’s Inter-Faculty Appointments and Promotions Board; Chairman of the University’s Procurement Committee and many others. He is a distinguished academic, a dedicated teacher, a prolific writer and a researcher who has published extensively in high-ranking international academic journals and books. He has significantly contributed to knowledge especially in the areas of Education and Psychology. He is also a translator. He speaks and writes in French, Italian, German and Latin, besides English and his native Akan (Asante-Twi, which he equally speaks and writes eloquently). He is a member of the International Association of Cognitive Psychologists, and the International Network of Catholic Educators and many others.
    Greater part of his life as priest, has been in the area of Education, teaching and diocesan administration. He has had the privilege of serving on various Education Committees, especially in the Catholic hierarchy, nationally and internationally. From 1990-94, he served on the Religious Education Committee of the Association of Episcopal Conferences of Anglophone West Africa (AECAWA) for English-speaking Bishops of Ghana, Nigeria, Sierra Leone, the Gambia and Liberia (now merged with its Francophone counterparts as Conference Episcopale Regionale de l’Afrique Occidentale (CERAO). From the same period, he was also the Vice Chairman of the National Catechetical Commission of the Ghana Catholic Bishops Conference, and published and presented academic papers in Education especially on Christian and Catholic Education. He represented the National Catholic Secretariat as a resource person in February 1991 during the revision of the 1987 Educational Reform curriculum, which had the teaching of Religion and Morality embedded in what was then referred to as ‘Cultural Studies Syllabus’. The then young and articulate Fr. Ntim argued at this forum for and on behalf of the Religious Bodies in Ghana for the decoupling of Religion and Morality to be taught as distinct subject from Cultural Studies. As priest, he has served in many high-ranking positions in his home diocese of the Catholic Archdiocese of Kumasi-Ghana in the following capacities since his ordination in July, 1984: Director of Religious Education/Catechetics for many years; the Master of Diocesan Ceremonies; Secretary of the Priests Council; Member of the Diocesan Pharmacy Board; Executive Secretary for Health in the Kumasi Archdiocese with the oversight responsibility for the Catholic Hospitals and Health Centres, the Chancellor of the Diocese; Chairman of the Board for Priests Pension Scheme in his home diocese (Opus Securitatis); Member of the College of Consultors (to date) and many others. In April 2008, based on his contribution to the Church and Society, he was honoured by Pope Benedict XVI, (the 16th) as a Prelate of Honour with the title of ‘Monsignor’ which comes from the French ‘Monseigneur’ (My Lord). He received his investiture as a Monsignor on 1st November, 2008, in the St. Peter’s Cathedral-Basilica in Kumasi. His hobbies are reading, writing, teaching and working with young people.


    a) Books
    1. Stephen Ntim (2020). Fundamental principles of instructional design. Kumasi: KNUST press (ISBN: 987-9988-2-2768-5).
    2. Stephen Ntim (2010). Theory and methods of education: Psychological perspectives on learning. Takoradi: St. Francis Press (ISBN: 9988-644-05-1)
    3. Stephen Ntim (1999). Effects of analogical teaching on transfer: Fostering generalisation and conceptual restructuring in learning. Rome: Salesian University Press (reissued in 2009 by St. Francis Press, Takoradi).

    4. b) Book Chapters
    5. Stephen Ntim (2015). Teacher education in Africa in an era of global change. In Soji Oni (Ed.) Making education work in Africa (pp. 153-164) New York: Heritage Publishing Company
    6. Stephen Ntim (2013). Language comprehension, reading and writing: Understanding the psychological dynamics. In Soji Oni (Ed.) Challenges and prospects in African education system (pp.799-818) Trafford Publishing USA & Canada ISBN: 978-1-4907-1575-9(sc)

    7. c) Peer Reviewed published Articles both online and in print in International Journals (in descending order from October 2020-September 2009)
    8. Ntim, S. (2020). How predictive is the match between children’s emergent literacy skills with maternal reading proficiency from preschool to literacy skills acquisition in primary five? International Research in Education, 8 (2)
    9. Ntim, S. (2020). Coping resiliency to psychophysiological strain: Interplay between health impairment and instructional effectiveness, job satisfaction and attrition of newly recruited teachers Global Journal of Educational Studies, 6 (2)
    10. Stephen Ntim & Michael Opoku- Manu (2019). Balance of reciprocity and influence in family-school interaction in Early Childhood Education: A socio-psychological perspective. International Journal of Research Studies in Psychology, 8 (1), 91-104
    11. Ntim, S., & Opoku M. (2019). Delinquent behaviour as dissociation between prescribed aspirations and socially structured avenues: The case of stronger social bonding and secure attachments. International Journal of Applied Psychology, 9(1): 29-39
    12. Ntim, S. (2018) Fostering learners adaptive competency: Does acquisition of self-regulation and metacognition differentiate between students? International Journal of Learning, Teaching g and Educational Research 17, (9) 55-74
    13. Ntim, S., & Okyere, M (2017). Binary and ternary analogy in children: Testing the role of insufficiently developed Working Memory Capacity (WMC) executive functions. Psychology and Cognitive Science Open Journal, 3 (2) 48-56
    14. Ntim, S. (2017). Transforming teaching and learning for quality teacher education: Perspectives from selected teacher trainees and stakeholders in teacher education in Ghana. International Journal of Education, 9 (3) 149-167
    15. Ntim, S. (2017).Does text familiarity predict schema automation to reduce Working Memory Capacity constraints for enhanced reading comprehension? A study from Ghana. International Journal of Research Studies in Psychology, 6 (2), 103-116
    16. Ntim, S. (2017). Deprivation or Interest-type curiosity and exploratory behavior in humans: Are they inherently cognitive and implicate curiosity-induced teaching? Psychology and Cognitive Science Open Journal 3 (4): e16-e18
    17. Ntim, S. (2017).Epistemic curiosity, conceptual ambiguity and cognitive conflict: Do these implicate students’ exploratory behavior? Psychology and Cognitive Science Open Journal, 3 (4) 131-136.
    18. Ntim, S. (2016). Massification in Ghanaian Higher Education: Implications for pedagogical quality, equity control and assessment. International Research in Higher Education, 1 (1): 160-169. Published on line February 19th 2016.
    19. Ntim, S. (2016). Do oral and literacy skills in native Ghanaian Akan language modulate English reading comprehension as second language? A study in selected basic schools in Ghana, Education and Linguistics Research, 2, (2) 1-17
    20. Ntim, S. (2016). Do restrictions in working memory capacity account for decrements in cognitive performance of highly test-anxious individuals? A study among selected Ghanaian university students International Journal of Applied Psychology, 6 (4):110-120 published on line July 2016
    21. Ntim, S. (2016). Does first language attrition of bilinguals implicate orthographic skills in native Ghanaian Akan Speakers? A psycholinguistic perspective. Journal of Applied Linguistics and Language Learning. 2. (1):17-28. doi: 10.5923/j.jalll.20160201.03.
    22. Ntim, S., & Okyere, M (2015). Working memory capacity-induced errors in children’s analogical reasoning: Implication for Learning Outcome. International Journal of Academic Research in Psychology 2(1): 36 – 56
    23. Ntim, S. (2015.) Cognitive demands of processing expository text: Pedagogical implications for enhancing coherent text base among less skilled readers International Journal of Research Studies in Psychology, 4 (4): 29 – 46
    24. Ntim, S. (2015). Comprehension skills differences between proficient and less proficient readers in word-to-text integration processes: Implications for interventions for students with reading problem International Journal of Learning, Teaching & Educational Research 13 (13): 41 – 61
    25. Ntim, S. (2015). Early parental support as predictor of early literacy skills: A study from four administrative districts in Ghana International Journal of Education. 7, (3): 119 – 136.
    26. Ntim, S. (2014). The gap in reading and mathematics achievement between basic public schools and private schools in two administrative regions of Ghana: Where to look for the causes. American International Journal of Contemporary Research. 4 (7): 109 – 119
    27. Ntim, S., & Okyere, M (2014). Synergy between home environmental features, early language literacy and later reading achievement: Comparative study of urban, semi-urban and rural Ghanaian children International Journal of Humanities and Social Science Vol. 4 No. 8(1): 291 –300
    28. Ntim, S. (2014). Early childhood exposure to literacy skills as better predictor of reading achievement: A longitudinal study from Ghana. Journal of Educational and Social Research 4 (6):379-389
    29. Ntim, S. (2014). Embedding quality culture in higher education in Ghana: quality control and assessment in emerging private universities. Higher Education 68 (6): 837-849
    30. Ntim, S. (2013). Exploring the mismatch between teacher demand-supply in Sub-Sahara Africa: Ghana as case study. Mediterranean Journal of Social Studies 4 (1): 273-284.
    31. Ntim, S. (2013). Bridging the theoretical divide between behaviorists and cognitivists arguments about transfer: Are they contradicting each other with respect to instructional designing? African-American Journal of Contemporary Issues in Education 2 (2): 95-108.
    32. Ntim, S. (2013). Differential effects of analogy types on retrievability and inferential induction in text comprehension Academic Journal of Interdisciplinary Studies, 2 (1):109-122.
    33. Ntim, S. (2013).Testing the synergy between declarative and procedural knowledge in isomorphic problem solving: A study of 14-16 year olds in Ghana. Journal of Educational and Social Science Research 3 (3):129-142.
    34. Ntim, S (2013). The Academic progression paradox: Socioeconomic determinants of the mismatch between boys and the girl-child education in rural Ghana. International Journal of humanities and social science 3 (4): 177-191 (
    35. Ntim, S. (2012). Towards a theoretical framework for the teaching of religion in state-funded Catholic and other confessional basic schools in Ghana ( first published on line Sept September 11, 2012. International Studies in Catholic Education.4 (2): 152-163.
    36. Ntim, S. (2012). Teacher education for urban schools in a time of globalization. Ontario Journal of African Educational Research 12.:115-125
    37. Ntim, S. (2012). Causal attribution to students’ disruptive behavior and its effect on academic achievement: A study of one senior high school in Ghana. Society and Family, 26, (4):16-32 (published by Faculty of Social Science Stalowa, Wola. The John Paul II. Catholic University of Lublin. Poland. pp. 16-32.ISSN: 1734-6614.
    38. Ntim, S. (2011). Benchmarking international standing of institutions of higher learning: Contribution of emerging private universities in Africa. Journal of Educational Review.4, (3): 385-393.
    39. Ntim, S. (2011). University education, market forces and the challenge of knowledge: What future? African/American Journal of Contemporary Educational Issue. 1(1): 1-14.
    40. Ntim, S. (2011). Two decades of continuous assessment in Ghana: Evaluating its impact on individual learning differences in selected senior high schools. Journal of Educational Review 4. (1): .67-77.
    41. Ntim, S. (2011). Determining factors of transfer: Their implications for teaching to foster generalization and conceptual restructuring. Academic Leadership: The Online Journal: Vol. 9: Iss. 1, Article 17. Available at:
    42. Ntim, S. (2010). Social Aspects of Western Scientific-technical revolution and their implications for professional education and formation. International Journal of Research in Education, 7 (2): 128-135
    43. Ntim S. (2010). Motivation as a predictor for teacher retention in the classroom: A comparative study of selected private and public school teachers in one city and a municipality in Ghana. International Journal of Research in Education, 8 (1 & 2):.1-13.
    44. Ntim, S. (2010): Using a base analogue to solve isomorphic problem: A study among 15-18 year olds in four selected senior high schools. International Journal of Educational Leadership 3, (3): 165-175.
    45. Ntim, S. (2009) Exploring the link between changing Ghanaian family structure and its effect on adolescent educational achievement: East Africa Journal of Educational Research and Policy 3: 1-25

    Papers presented at Academic Conferences/Other Academic Engagements: (2019-2010)
    1. Ntim, S (2019). The Church and Teacher Education in Ghana: Implications for Character formation for future Leaders: A talk presented at the 2nd Graduation Ceremony of Christ the Teacher College of Education, August, 2nd, 2019, Kumasi.
    2. Ntim, S. (2018) Presented a Keynote Address on Ghana at 60: The Role of Missions Schools in Training Professional Teachers for Nation Building at the 2nd Graduation Ceremony of St. Ambrose College of Education, July , 20th , 2018, Dormaa Akwamu
    3. Ntim, S (2018) Presented a Keynote Address on: How Church must influence Development Agenda at the National and Local Government levels at the National Catholic Conference on Human Development, National Catholic Secretariat, Accra, September 5, 2018
    4. Ntim, S. (2017) Challenges and Joys of the Catholic Priesthood. This talk was telecast on National Television and covered by almost all media houses in Ghana and online. Guest Speaker at the biannual and 40th anniversary of the National Union of Ghana Catholic Diocesan Priests Association (NUGCDPA) at the Kwame Nkrumah University of Science and Technology, January, 2-5th, 2017 on the topic: Challenges and Joys of the Catholic Priesthood
    5. Guest Speaker St. Joseph College of Education, Bechem, 8th Graduation Ceremony on the topic: Transforming Teaching and Learning for Quality Teacher Education, Saturday, May 14th, 2016

    6. Papers presented at the 2008 National Union of Ghana Catholic Diocesan Priests Association bi-annual meeting and published in their journal ‘Ecce Sacerdos’:
    7. The Role of the Catholic Priest towards Nation Building’;
    8. Socio-political pluralism, secularisation and religion and morality: An interface’

    9. Rome Conference on International Academic Symposium of Catholic Intellectuals in Rome, June 2010. Presented the subsequent papers:
    10. ‘The University and the challenge of knowledge’. Paper presented at the International Academic Symposium of Catholic Intellectuals in Rome, June 2010
    11. ‘Social Teachings of Pope John XXXIII and their implications for the development of Africa’: 2nd Paper presented at the International Academic Symposium of Catholic Intellectuals in Rome, June 2010

    12. 12th Biennial Murreau-Murat Memorial lectures for Knights and Ladies of Marshall in Accra, Christ the King Parish Hall, May 2nd- 3rd, 2012, I presented a paper on the topic:
    13. The Role of the Church in the promotion of Good Governance, Justice and Peace’. This lecture was telecast on Ghana National Television on Saturday, 2nd June, 2012.

    14. June, 2011: International Conference on Quality Assurance in the Universities, organized by the African Quality Assurance Agency under the auspices of African Catholic Universities Quality Assurance (ACUQA). I presented a paper titled:
    15. Embedding quality culture in higher education in Ghana: Quality control and assessment in emerging private universities

    Workshops Attended:
    1. Facilitator: National Conference on Integral Human Development: 4th–7th September, 2018, Accra-Ghana
    2. NCTE_ SALT Workshop, May, 2016, Accra
    3. Lead Facilitator: Orientation for Secondary School Christian Religious Studies Teaching Staff Workshop during the 1991 review of the 1987 Educational Reforms at Obuasi Secondary Technical under the auspices of the Ghana Education Service: February 15th – 19, 1991.
    4. Facilitator of a Workshop on Time Management for Basic School Teachers in the Archdiocese of Kumasi, September 10-14, 2002.
    5. Facilitator of a Workshop on Techniques for Teaching Religion at the basic level for National Teachers of Religion and Moral Education at the Catholic Conference Centre, Nsawam, October, 7th-11th, 1992.
    6. Lead Facilitator: orientation to newly recruited teacher-catechists on Christian initiation of adults in Monrovia Liberia, September 4th-11, 1988 under the auspices of the Anglophone West Africa Catechetical Commission of the English-speaking Bishops of West Africa.
    7. Facilitator: Development Education and leadership Services Workshop for teacher-catechists in Kenema, Sierra Leone, October 7-14, 1993

    Newspaper Articles
    Over 1,400 published newspaper articles locally and externally.

    Postgraduate Thesis
    1. Effects of Analogical Teaching on Transfer: Fostering Generalization and Conceptual Restructuring in Learning (PhD)
    2. The Roles of Cognitive Processes in Learning Transfer: Their Implications for Instructional Designing (M.Phil.)
    3. Planning the Local Church for the Future: Strategies for Developing an Active Faith Community (M.A with Research in Religion and Religious Education)

    Co-authored the following Books whilst at the Religious Education Office and the National and Regional Catechetical Commission:
    1. National Catechetical Commission (1992) Cultural Studies Syllabus: Kumasi Catholic Press
    2. National Catechetical Commission (2005) National Directory for Catechesis
    3. Anglophone Catechetical Commission (1990): Ten Years of Anglophone West Africa Catechetical Commission.
    4. Kumasi Catechetical Office (1990): Manual of Catechism for Secondary School
    5. Kumasi Catechetical Office (2005): The Roman Missal (translation from Latin/English into Twi): St. Francis Press, Takoradi
    6. Kumasi Catechetical Office (1990) The Sunday Readings, Cycle, A, B and C (translation from Latin/English into Twi): Kumasi Catholic Press
    7. Kumasi Catechetical Office (1990) The Roman Ritual (translation from Latin/English into Twi) of liturgical rites used by priests
    8. National Catechetical Commission (2000): Handbook for the Laity.

    EDU 501: Theory and Methods of Education
    EDU 502: Principles of Instruction
    EDU 504: Educational Psychology
    EDU 511: Adolescent Psychology
    EPS 813: Student Diversity
    EPS 815: Principles of Instructional Design
    EPS 816: Cognitive Psychology of School Learning
    EPS 820: Psychology of Human Intelligence
    EAM 815: Learning and Instructional Theory & Practice Undergraduate:
    EDU 305: Sociological Foundations of Education
    EDU 402: Educational Psychology

    1. Redesigned the Undergraduate/Postgraduate Education programme of the Catholic University College of Ghana in 2009/2010 Academic Year for Accreditation and Affiliation
    2. Designed all the four (4) M. Phil programmes in the Education Faculty for Accreditation 2018/2019 Academic Year
    3. March, 2020: Designed M.Phil. in English Education programme for the Faculty of Education.
    4. Regular Contributor: Catholic Standard Newspaper