Voices of Ghanaian Head-Teachers Working in Low-Fee Private Schools

Abstract

Head-teachers play a crucial role in school improvement, teacher morale and retention, as well as student learning. In this study, the authors examine the perspectives and the roles of eight head-teachers in Low-Fee Private Schools (LFPSs) in Ghana, within the context of Goal number 4, target 4c of the Sustainable Development Goals (SDGs). This qualitative study uses a longitudinal case study approach. Findings reveal that head-teachers were either the proprietors of the schools or family members and faced three fundamental challenges in the areas of finance, human resources, and parent engagement. Lastly, principals tended to exercise leadership authoritatively

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

“…It is observed that headteachers in the basic schools in Ghana focus on managerial and administrative duties to the exclusion of leadership functions since they lack the appropriate leadership skills and competencies (Donkoh, 2015;Zame et al, 2008). They spend a considerable amount of time to scrutinize and micro-manage their teachers rather than providing the required tools they need to improve their practice and exercise top-down leadership approaches in schools (Brion and Cordeiro, 2020). This is attributed to the nature of the appointment of headteachers which is typically based on years of service and rank in the teaching field, and political, religious or tribal affiliations (Brion and Ampah-Mensah, 2021;Bush and Oduro, 2006).…”

“…In 2015, 193 countries including Ghana came together and adopted the Sustainable Development Goals (SDGs) to be achieved by 2030 (Brion and Cordeiro, 2020; United Nations, 2016). As universal goals involving all stakeholders in developed and developing nations, the SDGs seek to promote partnerships for an integrated approach of development by focusing on the social, economic and environmental well-being of the planet and its people (Brion and Cordeiro, 2020).…”

“…In 2015, 193 countries including Ghana came together and adopted the Sustainable Development Goals (SDGs) to be achieved by 2030 (Brion and Cordeiro, 2020; United Nations, 2016). As universal goals involving all stakeholders in developed and developing nations, the SDGs seek to promote partnerships for an integrated approach of development by focusing on the social, economic and environmental well-being of the planet and its people (Brion and Cordeiro, 2020). With 17 goals and 169 targets, targets 5.1 and 5.5 of the SDG 5 specifically aim to: ‘End all forms of discrimination against all women and girls everywhere’ and ‘Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life’ (United Nations, 2016).…”

“…It is observed that headteachers in the basic schools in Ghana focus on managerial and administrative duties to the exclusion of leadership functions since they lack the appropriate leadership skills and competencies (Donkoh, 2015; Zame et al, 2008). They spend a considerable amount of time to scrutinize and micro-manage their teachers rather than providing the required tools they need to improve their practice and exercise top-down leadership approaches in schools (Brion and Cordeiro, 2020).…”

Responses to COVID-19 From Non-State School Leaders in Latin America, Sub-Saharan Africa and, India: A Call for Educational Equity

“…Additionally, there is an absence of reading books in most of the respondents' schools. Textbooks of any type are rarely found in many elementary school classrooms and are even, at times, scarce in some junior-high school/middle school grades, with students often sharing textbooks (Brion and Cordeiro, 2020). If these schools had either libraries or reading centers in the lower grades, then schools could encourage families to borrow reading books.…”