Influence of covid-19 pandemic on management in public basic schools in Akuapem-North Municipality, Eastern Region, Ghana

Abstract

Education managers work hard to address the educational demands of pupils and staff as nations grapple with new circumstances brought on by the COVID-19 pandemic. Therefore, this study investigated the influence of the COVID-19 pandemic on management in public basic schools in the Akuapem-North Municipality, Eastern Region, Ghana. As a component of the mixed methods approach, the study used a sequential explanatory mixed methods design. The sample consisted of 87 head teachers. Data were gathered using surveys and interviews. The quantitative data were analysed using descriptive and inferential statistics. Themes and quotations were used to analysed the qualitative data. It was discovered that the COVID-19 pandemic had a detrimental effect on instruction and learning in public basic schools in the Akuapem North Municipality. Also, charts, transparencies, real items, and textbook were available to headteachers as educational tools for addressing the pandemic’s effects. In addition, headteachers used education, adherence to protocols, and the provision of personal protective equipment (PPE) as ways to control teaching and learning during the COVID-19 epidemic in public basic schools. Last but not least, there was a significant gender gap in the approaches used by headteachers to oversee teaching and learning during the epidemic in public elementary schools. It was concluded that the COVID-19 pandemic has significantly influenced management in public basic schools in the Akuapem North Municipality, Eastern Region, Ghana. The disruptions caused by the pandemic have necessitated adaptations and strategies to ensure continued education while ensuring the safety and well-being of students, teachers, and the community. It was suggested that educational managers in public basic schools in the Akuapem North Municipality should develop and implement effective remote learning strategies that cater to the needs of students. Also, they should provide teachers with training on remote teaching methodologies, digital tools, and platforms to effectively engage students in online or blended learning environments