Management practices of private basic school headteachers in educational emergencies in the era of covid-19 in the Gomoa East District

Abstract

This study attempted examining the management practices of private basic school headteachers in educational emergencies in the era of covid-19 in the Gomoa East district. The research focused on management practices of private basic school headteachers during, and after Covid 19, challenges and strategies adopted in improving the management practices of private basic headteachers in the Covid 19 era. The study employed the Contingency Theory of Leadership, which posits that effective leadership depends on the fit between the leader's style and the situational context. This theory is particularly relevant in the COVID-19 era, where headteachers had to adapt their management practices to navigate the disruptions caused by the pandemic. A positivist paradigm underpins this research, emphasizing objectivity and the quantification of data to derive conclusions. The research approach was quantitative, utilizing a descriptive design to systematically describe the management practices of headteachers. The population for the study was 85 headteachers from private basic schools in the Gomoa East district. A sample size of 50 headteachers was selected using simple random sampling technique to ensure representativeness. A structured questionnaire was developed and administered to the headteachers. The questionnaire included items designed to assess various dimensions of management practices. The study concludes that headteachers in the Gomoa East District demonstrated adaptive leadership and effective management practices in response to the challenges posed by COVID-19. The contingency theory of leadership is validated as headteachers tailored their strategies to fit the situational demands, ensuring continuity in education.