An exploratory study of instructional leadership challenges of headteachers: Promoting and supporting instructional improvement, supervising and evaluating instruction (Ghana)

Abstract

The study aimed to determine head teachers' challenges in instructional leadership: promoting and supporting instructional improvement, supervising and evaluating instruction in Ghana. Effective instructional leadership is considered critical in head teachers' performance outcomes. Ghana, a Lower Middle-Income Country, is faced with the challenge of improving the educational system of basic and Junior High Schools. The expectation on head teachers is high in achieving high educational standards in basic and Junior High Schools in Ghana. The study adopted a sequential qualitative research approach. Data was collected from head teachers, School Improvement Support Officers (SISOs), and Lead Teachers using a purposive maximum variation sampling approach. Participants responded to semi-structured questionnaires and semi-structured interviews. The result of the analysis revealed that there were similarities in the challenges faced by instructional leadership in both urban and rural schools. The challenges identified were inadequate academic resources, overburdened headteacher responsibilities, teacher-pupil behaviour and attitude, and an adverse physical environment. Headteachers faced multi-dimensional challenges in promoting and supporting instructional improvement and supervising and evaluating instruction in Ghana. All the challenges identified should be addressed holistically to allow the head teachers to deliver on the instructional leadership roles required to improve education at the basic and junior school levels.