Determinants of Academic Performance of Armed Forces Schools: Perceptions of Teachers of Ghana Armed Forces Basic Schools

Abstract

The purpose of the study was to investigate the determinants of academic performance of armed forces basic schools from the perspectives of teachers of Ghana Armed Forces basic schools. A concurrent mixed method approach was used and this allowed the authors to use qualitative and quantitative evidence to define relationships among variables. Specifically, the study employed the use of structured questionnaires and interviews to collect data from sixty-one (61) participants for the study. The outcomes of the study revealed that prescribed school uniforms for teachers, effective supervision/inspections, motivation for teachers, parental concern as well as safety and security of armed forces schools contribute to the academic performance of armed forces schools. Other determinants identified include conduciveness of the school environment, good leadership and discipline among learners, teachers and school administrators. The authors suggested that the study should be extended to other armed forces schools to marry up the findings and also help come out with recommendations to inform theory, policy and practice.