http://41.74.91.244:8080/handle/123456789/743 2026-04-04T15:13:22Z http://41.74.91.244:8080/handle/123456789/5173 Teacher involvement in decision making in public basic schools in the Effutu Municipality Yevu, E.E The study aimed to explore teacher involvement in decision making in public basic schools, focusing on the extent, nature, influencing factors, mechanisms, and influence of such involvement on teaching and learning outcomes. To guide the inquiry, four research questions were formulated. The study used a mixed-method convergent parallel design with a pragmatic philosophy and drew from pertinent literature, including Charles, Gafni, and Whelan’s (1997) shared decision making theory. From a total population of 647 teachers, a sample of 300 public school teachers from the Effutu Municipality was selected for the study, with data collected through questionnaires and semi-structured interviews. Eight (8) participants were sampled for the interview based on data on the concept of data saturation. Frequencies, percentages, means, and standard deviations were used to examine quantitative data, while thematic analysis was employed for qualitative data. The findings revealed varying degrees of teacher involvement in decision making. Teachers actively participated in areas such as providing input on school resources and budgets, professional development planning, and staff meetings. Their participation was however less in making decisions concerning school improvement initiatives. It was also found that, the key factors influencing teacher involvement included the value placed on teacher input by school administration, clarity in communication, time constraints, workload, alignment with professional expertise, a collaborative culture fostered by leadership, and recognition of contributions. Teacher involvement was found to significantly enhance teaching quality, student engagement, and overall learning outcomes. Based on these findings, it is recommended that school heads and the Effutu Municipal Directorate prioritize improving communication channels to ensure transparency and clarity when making decisions. Frequent updates, unambiguous instructions, and chances for feedback should be provided to keep teachers informed and engaged. Structured mechanisms for teacher involvement, such as forums, and suggestion channels, should be established and promoted. A thesis in the Department of Education Administration and Management, School of Education and life-long learning, submitted to the School of Graduate studies, in partial fulfilment of the requirement for the award of degree of Master of Philosophy (Educational Administration and Management) in the University of Education Winneba SEPTEMBER, 2024 2024-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5152 Influence of headteachers’ leadership on school improvement practices of public basic schools in Upper Manya Krobo District Azu, B.S. The purpose of this study was to examine headteachers' leadership on school improvement practices in basic public schools in Upper Manya Krobo District. The study sought to establish the state of school improvement practices, the challenges inherent in ensuring school improvement practices, the measures that could be adopted to enhance school improvement practices, and the influence of headteacher leadership on school improvement practices. A sequential explanatory mixed-method approach was employed for the study. The Krejcie and Morgan table for sampling determination was derived from 27 headteachers and 340 teachers for the questionnaire, and the interview schedule was used to collect data for Purposive sampling was used to interview teachers and head teachers during the study's qualitative phase. The quantitative data was to be analysed using descriptive statistics such as mean and standard deviation and reliable statistical tests of multicollinearity to examine tolerance and Variance Inflation Factor (VIF), and Unstandardized and Standardized Coefficients for the Influence of Leadership Practices on School Improvement. In contrast, the qualitative data supported the discussion when necessary. The study revealed that there was little attempt made by headteachers in the instructional leadership and also supported that thought that there had been much effort and influence on the school safety and orderliness, clarification of vision and mission, home school relation, frequent monitoring of student progress but less had been made on instructional leadership. The study revealed that headteachers made minimal attempts to evaluate challenges affecting school safety, community relationships, and instructional leadership. While some efforts were made to address these areas, significant challenges persisted, particularly in system evaluation, student evaluation, headteacher evaluation, and school-community evaluation, indicating a need for improvement. The study established that headteachers need to be supported with all requirements. To further enhance school improvement, headteachers require effective measures that promote school improvement practices, the core areas are required-setting achievable goals to implement innovative and collective responsibility toward school improvement, and instructional coherence. This study reveals that a supportive leadership style is the most critical factor in driving school improvement practices, surpassing participative, directive, and achievement-oriented styles. The study recommends, among others that headteachers in Upper Manya Krobo District should embrace change aiming at improving school practices through leadership efforts. . Headteachers should also ensure that teachers have access to the most up-to-date professional documentation and the teaching and learning materials necessary for better performance. A thesis in the Department of Educational Administration and Management, School of Educational and Life – long Learning, submitted to the School of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba JULY, 2024 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5117 School-parent partnerships in for student learning in selected private basic schools in Greater Accra, Ghana Quist, M The study explores the dynamics of school-parent partnerships in selected private basic schools within the Greater Accra, Ghana. Parental involvement is widely recognized as critical to enhancing students’ academic performance and holistic development. However, in many private schools in urban areas, parental disengagement remains a significant challenge. The study aims to investigate the underlying causes of this disengagement and to identify effective strategies to foster active parental involvementin the educational process. A qualitative research design was adopted, utilizing Bronfenbrenner’s Ecological Systems Theory as the guiding framework. Data were collected from two private basic schools in Accra through semi-structured interviews and questionnaires involving parents, teachers, and school administrators. The study employed purposive sampling to select participants who could provide in-depth insights into the phenomenon of parental disengagement. Thematic analysis was conducted to identify and interpret patterns and themes emerging from the data. The results indicate that several interrelated factors, including socioeconomic constraints, cultural beliefs, demanding work schedules, and insufficient communication between schools and families influence parental disengagement. Many parents feel disconnected from the school environment due to these challenges, leading to reduced participation in school activities and limited support for their children’s learning at home. Existing strategies, such as Parent-Teacher Associations and school newsletters, have had limited success in overcoming these barriers. The discussion highlights the need for schools to adopt more inclusive and culturally sensitive approaches to engage parents. It suggests that existing strategies must be re-evaluated and tailored to address better the specific needs and circumstances of families in these urban private schools. The study concludes that strengthening school-parent partnerships is essential for improving student outcomes. It recommends the development of comprehensive engagement policies that include the integration of technology for communication, the creation of flexible participation opportunities, and the establishment of stronger community-school partnerships to support and empower parents in their role as key stakeholders in their children’s education. 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 AUGUST, 2024 2024-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5083 School infrastructure and learners’ learning in selected public basic schools in the Effutu Municipality Amoah, G.J. This study sought to assess the extent school infrastructure influence learning of learners in selected basic schools of the Ewutu Effutu municipality. The study was structured basically within the framework of qualitative approach and employed the case study research design. Three instruments namely interview guide, focus group interview schedule and observation check list were used to gather primary information from the Participants. The population of the study included Junior High School Heads, teachers, learners and an officer form the Effutu municipal assembly. The fifteen Participants were selected through non-probability sampling methods (purposive and convenience sampling techniques) for the study. Data was analysed through thematic procedure based on the themes arrived at during the data collection. The major findings include the fact that the state of school infrastructure in some of the public basic schools is nothing to write home about, this implies that the facilities are in deplorable state whiles essential teaching and learning materials are unavailable and inadequate for teachers and learners to learn and practice with. The study revealed that even though learners are motivated to learn in the midst of infrastructure deficit, none the less hope to get access to essential infrastructure to enhance their learning. The authorities in charge of proving the requisite infrastructure to schools for effective teaching and learning do not respond to their needs as expected. The indication is that the funds are not readily available to them to enable the provision of facilities for learning and also certain facilities are unavailable due to the initial design of school construction. As a result schools are permitted to solicit for help from benevolent individuals by the authorities to sponsor school projects and provide essential materials for studying. It was observed that school’s infrastructure maintenance was not that good due to lack of internal generated funds, a major factor is the poor functioning of the school management committee. Even though the PA is trying to gather the help they can to help the schools, it is just up to some few devoted members. It is therefore recommended that the District Education Directorate and the District Assembly should provide adequate School infrastructure to enhance effective studies. Government interventions (through Ministry of Education) in basic schools like building facilities, capitation grant, free textbooks and furniture to schools should be properly coordinated and centralized at the District level to reduce the shift time for their delivery to the intended beneficiary basic schools. The building designs for basic schools must be revised to include all the relevant facilities required for effective teaching and learning. 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 fulfillment of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba JUNE, 2024 2024-06-01T00:00:00Z