PurposeThis paper aims to examine the challenges facing new principals in Africa.Design/methodology/approachBased on recent research and literature, the paper analyses the experience of principals and proposes an induction model for principalship in Africa.FindingsSchool principals in Africa face a daunting challenge. They often work in poorly equipped buildings with inadequately trained staff. There is rarely any formal leadership training and principals are appointed on the basis of their teaching record rather than their leadership potential. Induction and support are usually limited.Originality/valueThe paper provides an overview of the limited literature and research on new principals in Africa and develops a grounded conceptualisation of their role.
This paper will explore some of the tensions that arise for Ghanaian headteachers in trying to resolve traditional and tribal expectations with 'Western' conceptions of leadership roles and competencies. These are particularly acute in rural communities where expectations of school leaders often reflect, and are constrained by, ascribed status in the tribe or village. Gender issues illustrate these tensions as successive governments initiate strategies to ensure that gender equality concerns are integrated into all their policies and programmes. The starting point for this paper-the process of research itself-sets the scene for an exploration of a complex multi-faceted leadership culture.
Background: Ghana has been the testing ground for many teaching and learning initiatives over the past 15-20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing and reinforcing valuable teaching skills, materials and approaches, most of them child-friendly, learner-centred and involving activity-based learning (ABL). However, a problem in Ghana, also true of other countries in sub-Saharan Africa, is that whereas efforts over the past few decades have improved access to basic education in both pupil enrolment rates and teacher numbers, educational quality as measured by standardised test scores in key subject areas remains rather low.Purpose: This article reports on an aspect of a DfID (Ghana) -sponsored research project which examined how the quality of teaching and learning in Ghanaian basic schools could be improved through the utilisation of ABL pedagogy. The current article examines three overarching themes relative to ABL pedagogy, namely how participants conceptualise ABL; ways in which ABL practices reveal themselves in classrooms; and challenges of ABL practices in Ghanaian schools. Sample: Participants (comprising representatives of Colleges of Education, District Directors and frontline Deputy Directors of Education, headteachers and teachers) were drawn using purposive sampling technique from eight schools from within four districts of the northern region of Ghana. Design and Methods: A case study approach was adopted for the study. Data collection took the form of semi-structured interviews, focused group discussions and observation of ABL practices and lessons in selected schools. Data analysis was undertaken using a 'processual analytical approach' with the view to catching realities of ABL practices in the Ghanaian educational setting. Results: Our analysis reveals that whereas the literature on ABL emphasises multitasking and group work as essential ingredients of ABL pedagogy, the respondents conceptualised this as meaning pupils working on the same activity-related tasks at the same time in groups. Similarly, we found that, ideally, ABL practices reveal themselves through classroom practices such as display of pupils' work in classrooms, organisation of the seating arrangements of pupils in groups, use of teaching and learning materials, formative assessment and activity-oriented lessons among others. However, in almost all the schools and classrooms we visited, these essential ingredients were missing owing to congestion and lack of furniture and logistics. Conclusions: We conclude against the backdrop of our findings that ABL techniques can be utilised more effectively in Ghanaian schools if its practices are initially promoted in model schools, for lessons to be learned, and then scaled-up as expertise is established in these model schools. IntroductionGhana has been the testing ground for many teaching and learning initiatives over the past 15-20 years. These initiatives, largely funded by donors, have sought to improve learning by introducing a...
No abstract
The search for quality performance of teachers has of late become an issue for management in educational institutions. Teacher performance appraisal has been identified as an effective instrument for promoting teacher performance quality)'. This article looks at the teacher appraisal scheme of Britain and argues for its introduction in the Ghanaian school system. It argues that the strategy for assessing and supervising teacher performance in Ghana is inadequate. /r does not promote professional development among researchers. It rather instills unnecessary fear in them and eventual/y suppresses the spirit of iniriariveness needed for the advancement! Of their; Professional practice.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.