School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana

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dc.contributor.authorCobbinah, J.E.
dc.contributor.authorEshun, E.S.
dc.date.accessioned2022-01-12T11:27:41Z
dc.date.available2022-01-12T11:27:41Z
dc.date.issued2021
dc.descriptionResearch Articleen_US
dc.description.abstractStudies 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.en_US
dc.identifier.otherhttps://doi.org/10.1177/21582440211022732
dc.identifier.urihttp://ugspace.ug.edu.gh/handle/123456789/37578
dc.language.isoenen_US
dc.publisherSAGEen_US
dc.subjectaccountabilityen_US
dc.subjectassessmenten_US
dc.subjecteffectiveen_US
dc.subjectleadersen_US
dc.subjectparentsen_US
dc.subjectperformanceen_US
dc.subjectprofessionalen_US
dc.subjectschool improvementen_US
dc.subjectsupport systemen_US
dc.subjectteachingen_US
dc.titleSchool Self-Evaluation and the Nature of Support System for Basic Schools in Ghanaen_US
dc.typeArticleen_US

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