School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana
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Date
2021
Authors
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Journal ISSN
Volume Title
Publisher
SAGE
Abstract
Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several
countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’
and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of
school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data
were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation
and any support systems that may be available in schools. The results show that schools have their own ways of evaluating
performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that
teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize
training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance
in their schools.
Description
Research Article
Keywords
accountability, assessment, effective, leaders, parents, performance, professional, school improvement, support system, teaching