Influence of headteachers’ leadership on school improvement practices of public basic schools in Upper Manya Krobo District

Abstract

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.