Abstract:
The study sought to explore the challenges teachers face in carrying out their roles and
responsibilities and their continuous professional development needs at Kumasi Girls’
Senior High School in the Kumasi Metropolis. This was a qualitative research which
employed a case study design. Data for the study was collected in two phases, by the use
of semi-structured questionnaire and semi-structured interviews. The population of the
study was one hundred and eight staff of the school. Stratification of the population was
done to select fifty-two (52) participants to respond to the questionnaire schedule. A
simple random sampling technique was used to select forty-five (45) teachers to respond
to the questionnaire. Convenience sampling technique was used to select five (5) heads of
departments and two (2) head teachers to respond to the questionnaire schedule. Ten
respondents of the questionnaire were selected to participate in the interview. Maximal
variation sample technique was used to select six (6) teachers, while convenience
sampling technique was used in the selection of three (3) heads of departments and one
(1) assistant headmistress. The data collected through the two instruments were analysed
thematically. The data revealed that huge class size was one of the challenges the
teachers faced in terms of students management issues in the school. It is therefore
recommended that the average class size stipulated by the Ghana Education Service is
followed; more teachers, service personnel and interns could be employed. The study also
revealed that parental involvement in education was low and this was partly due to the
value parents placed on education and the poor communication that exists between the
school and parents. Therefore, good communication mechanisms should be employed to
address issues of concern
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education
and Communication Sciences, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements for
award of the Master of Philosophy (Educational Leadership) degree
MAY, 2016