Abstract:
This study was designed to investigate how junior high school headteachers influenced
changes in the science teachers’ instructional practices. The target population consisted
of all headteachers, assistant headteachers and science teachers in the 64 public junior
high schools in the New Juaben Municipality in the Eastern Region of Ghana. However,
the accessible population comprised three headteachers, three assistant headteachers
and three science teachers from three public junior high school in the Municipality.
Data was collected through semi-structured, in-depth interviews with nine individuals
from three public basic schools in the New Juaben Municipality in the Eastern Region.
Observations were also undertaken and document analysed to corroborate spoken
claims of the participants. Validity of the instruments was fostered through data
triangulation, credibility and trustworthiness of the data was ensured through member
checking. The main findings included headteachers having limited influence on teacher
due to external influences, poor supervision, and inadequate provision of resources.
Base on these findings it is recommended that there should be a well enticing reward
system to propel headteachers and science teachers to go extra mile in delivering their
duties and supervision strengthened.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF MASTER OF PHILOSOPHY (SCIENCE EDUCATION) DEGREE
OCTOBER, 2014