Instructional Leadership Challenges of Headteachers: Acquiring Knowledge of Curriculum and Promoting Curriculum Instruction

Abstract

The primary aim of this study was to examine how headteachers in Asante Akim North Municipal of the Ashanti Region acquire curriculum knowledge and promote instruction, as well as the challenges they face in delivering instructional leadership. Headteachers play a crucial role in instructional leadership for effective school functioning. Research indicates that their leadership significantly impacts student performance when properly implemented. A qualitative study involving 18 headteachers, 12 lead teachers, and 4 School Improvement Support Officers (SISOs), totalling 34 respondents, was purposively selected using maximum sampling variation. Data was gathered through semi-structured interview forms and analyzed using interpretative analysis. Findings revealed that while headteachers recognize the importance of staying updated on the curriculum, additional responsibilities limit their capacity. To enhance curriculum knowledge, professional development and timely resource provision are necessary. The study also highlights the need to recruit trained teachers with curriculum expertise to reduce headteachers' teaching load, allowing them to focus on leadership roles. Lack of training on the curriculum emerged as the key factor in promoting the practical application of the curriculum. Proper time management is essential to bridging the curriculum knowledge gap and improving school instructional leadership. Given the introduction of a new curriculum in 2019, understanding their instructional leadership is necessary for improving basic education in Ghana.