Exploring instructional leadership practices of leaders in Ghanaian basic schools
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Date
2021
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Publisher
Taylor & Francis Group
Abstract
In the past decade learning outcomes in public basic schools in
Ghana have fallen far below the targets of the Ministry of Education
as less than a third of primary school children reach proficiency in
English or in Mathematics. In the wake of this low performance, there
has been a call for the professionalization and strengthening of
instructional leadership in Ghanaian basic schools to facilitate effective teaching and learning. Employing qualitative research strategy
through interviews, this study sought to investigate instructional
leadership practices of 14 school leaders in the basic schools of one
educational district of Ghana. The study found limited shared instructional leadership aimed at improving instruction. It seems instructional leadership was related to managerially focused idiosyncratic
teaching and learning practices underpinned by behaviourism. Head
Teachers had entrenched a leadership culture driven by central
policies and expectations.
Description
Research Article