Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools

Jull, Stephen; Swaffield, Sue; MacBeath, John

doi:10.1080/13632434.2013.849679

Cited by 11 publications

(4 citation statements)

References 31 publications

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“…Nonetheless, while a number of training interventions are organized for teachers in Ghanaian basic schools, classroom instruction has not been effective (Jull et al, 2014) while learning outcomes have fallen far below the targets of the Ministry of Education (MoE) in recent years (World Bank, 2014). Results of the Early Grade Reading Assessment (EGRA), for example, between 2013 and 2015 indicated that just 2% of Primary 2 pupils were able to read at an appropriate grade level with 50% unable to recognize a single word (World Bank, 2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Abonyi

Yeboah

Luguterah

2020

Cogent Social Sciences

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This study explored the work environment factors that support or constrain the application of teacher professional development initiatives in Ghanaian basic schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected and interviewed from one educational district in Ghana. Findings from the study showed that headteachers support through the provision of the required teaching and learning resources, peer support through culture of shared norms, beliefs and values and the opportunity to share knowledge during school-based in-service training (INSET), interest and commitment shown by students toward learning, and availability of needed teaching and learning materials supported transfer of learning of teachers. In contrast, lack of time due to rigid and inflexible school timetable, teacher workload, and inadequate teaching and learning resources constrained effective transfer of professional development of teachers. The study concludes that educational policymakers and training practitioners need to support infrastructures that would empower headteachers to be resourceful in order to assist and provide teachers with the required teaching and learning facilities to facilitate the transfer of their learning.

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Section: Introductionmentioning

confidence: 99%

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Abonyi

Yeboah

Luguterah

2020

Cogent Social Sciences

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“…An Ethiopian study also insisted on the necessity of continuous professional development for secondary school teachers (Reta, 2017). There are also project evaluation studies on the professional development of school leaders in Ghana (Jull et al, 2014) and South Africa (Weber, 2005).…”

Section: Inequality and Quality Improvementmentioning

confidence: 99%

Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement

Ogawa

2022

Prospects

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This article examines the emerging unfair inequality in Kenyan secondary schools through comparative case studies of three secondary schools in western Kenya. Qualitative data were collected through fieldwork over a four-year period, with participant observation and semi- or non-structured interviews, to understand how interactions among schools, households, and communities impact the improvement of educational quality. This study demonstrates that educational inequality stems from economic background and academic performance. While establishing new schools allowed students to choose better schools in their vicinity, increasing school competition resulted in a school hierarchy restricting uniform access due to factors of affordability and academic achievement. This suggests that the unplanned establishment of new schools constrains vulnerable students from continuing their education. Expanding educational opportunities and improving quality are important facets of education; however, it is necessary to pay attention to the beneficiaries of this process, as economic inequality may translate into educational inequality.

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“…Also, the associated instrument of the model, the principal instructional management rating scale (PIMRS), has been used in a number of completed studies (Hallinger, 2011). The components of the model remain relevant to the Ghanaian context in that the GES expects school leaders to make learning the pivot around which all other activities revolve in the school by creating conditions favourable to learning, maintaining a focus on learning and creating a dialogue about leadership for learning (Figure 1) (Ghana Education Service, 2010; Jull et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…We focused on instructional leadership since numerous studies show that teachers’ productivity and academic performance of pupils are most likely to improve when instructional leadership activities are performed in educational institutions (Hallinger and Lee, 2014; Shaked et al, 2018) and that the mean effect size estimate for instructional leadership is higher than other theories of leadership. Similarly, the expectation by the Ghana Education Service (GES) is that learning will be made the pivot around which all other activities will revolve in the school by headteachers through maintaining a focus on learning and creating conditions favourable to learning (Ghana Education Service, 2010; Jull et al, 2014). It is hoped that the result from the study could evoke interest in the way Ghanaian society stereotypes women as less capable leaders and men as more effective leaders and help address the low participation of women in the active decision-making process in the education sector.…”

Section: Introductionmentioning

confidence: 99%

Promoting gender equity in school leadership appointments: A comparison of male and female headteachers’ instructional leadership practices in Ghana

Abonyi¹,

Boateng²,

Adjei-Boateng³

et al. 2022

Educational Management Administration & Leadership

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Ghana’s efforts to end all forms of discrimination against women and ensure gender equity in school leadership appointments require a change in peoples’ mindsets, habits and cultural beliefs. It is envisaged that evidence on the performance of the few women who have been appointed into leadership positions against their male counterparts would be quite instrumental in the change process. This study, therefore, assessed whether statistically significant differences exist in the extent to which male and female headteachers in two selected educational districts in Ghana enact instructional leadership practices in their schools. Utilizing a descriptive survey design and employing the teacher version of the principal instructional management rating scale, 263 teachers participated in the study. Findings from the study showed that there were no significant differences between male and female headteachers in none of the ten instructional leadership functions explored in the study. This meant that male headteachers in the selected educational districts did not significantly demonstrate any superior instructional leadership practices compared to their female counterparts. The study recommends that educational policymakers in Ghana initiate pragmatic policies to increase women’s representation and participation in school leadership roles.

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Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools

Cited by 11 publications

References 31 publications

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement

Promoting gender equity in school leadership appointments: A comparison of male and female headteachers’ instructional leadership practices in Ghana

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