Abstract:
This study examine the roles of head teachers on the performance of teachers in six
selected public junior high Schools in the Afigya Kwabre District. Descriptive research
design using sequential mixed method approach was adopted for the study. In all a
sample size of sixty-six (66) comprising sixty (60) teachers and six (6) head teachers
were used for the study. Questionnaire and semi structured interview guide were used as
the main instruments for the study. The findings of the study revealed that head teachers
in the Afigya Kwabere District performed roles such as ensuring conducive atmosphere
for teaching and learning, monitoring both teachers and students in the school, giving
rewards and recognition to deserving teachers, and serving as a link between the school
and the community. Again, the study revealed that appropriate communication between
head teachers and teachers, provision of avenues for teacher’s professional growth and
development, inspecting of teachers maintenance of records of work and empowering
teachers as decision makers were some of the head teacher’s instructional roles that have
an influence on teacher performance. Finally the study revealed that inadequate teaching
and learning resources, lack of cooperation among members of staff, teachers’ lack of
commitment towards teaching and learning, lack of induction policy document and poor
relationship between teachers and students were some of the challenges confronting head
teachers at Buohu Circuit in tin the Afigya Kwabre District in in the performance of their
instructional leadership roles. The study therefore recommends that government of Ghana
through the Ghana Education Service should consider increasing the capitation amount
given to head teachers and specifically increase the allocation for purchasing of new text
books and other instructional materials.
Description:
A Project Report 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 Arts (Educational Leadership) degree
DECEMBER, 2018