Abstract:
The study explored human resource managers’ contributions and challenges in meeting
teacher expectations in education directorates in the Central Region of Ghana. This
study was qualitative research underpinned by the Maslow’s theory of needs and the
administrative management theory. The study employed the phenomenology design.
Convenience and purposive sampling techniques were used to select five (5)
directorates and ten (10) participants respectively. Data for the study was gathered
through interview using two (2) separate unstructured interview guides. The study
found, among others, that the human resource managers contribute to meeting teacher
expectations by processing for promotion and upgrading, and offering guidance and
counseling. The challenges human resource managers face in meeting teacher
expectations include centralisation and bureaucracy, inadequate resources and
understaffing. According to the study, the human resource managers deal with
situations of unmet teacher expectations through offering counseling and seeking
external support. The study concluded that the alignment between human resource
managers and teacher expectations within the realm of educational administration and
management yields a multitude of positive outcomes for both teachers and Ghana
Education Service as a whole. Among others, the study recommended that human
resource managers in the education directorates in the Central region should provide
more efficient and effective avenues and platforms where teachers can clearly
communicate their expectations and stay current with trends and best practices. Human
resource managers must also be actively involved in teacher recruitment to reduce
understaffing.
Description:
A thesis in the Department of Educational Administration and Management,
School of Education and Life-Long Learning, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba