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