A sequential mixed-method design adopting a non-experimental survey and a basic interpretive study was used to explore the intentionally inviting practices of school heads of the Cape Coast metropolis and Ajumako district. Data were collected using 2 X 2 Intentionally-Inviting Matrix and semi-structured interview protocols.
Data collected from the survey were analysed using frequency counts, while the data from the interview were analyzed and put into themes that provided a description on how the adopted practices promote stakeholder participation. The study findings revealed that school heads in Cape Coast metropolis and Ajumako district adopt intentionally inviting practices that address the physical frame of the school, communication with stakeholders, and building relationship with stakeholders to promote stakeholder involvement in schools. The study further revealed that the adopted practices of the school heads foster a sense of pride in the stakeholders to be connected to the school. The practices also increase stakeholder confidence and trust in the school head. The Ghana Education Service should replicate the study in other school districts to identify the practices that support stakeholder participation in schools and also conduct a similar study to elicit the perceptions of stakeholders on practices that enhance their participation in schools.
A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.
The study examined crisis management in senior high schools in the Cape Coast metropolis. A basic interpretive study was conducted to gather data from heads of senior high schools in Cape Coast. The study revealed that the schools remain largely unprepared to handle crisis. Also, the study informants indicated that the schools do not have crisis management plans and do adopt reactive measures in addressing crisis. Policy recommendations included the development of crisis management plan as an integral part of the strategic plans of the schools. Research recommendations included replicating this study in other GES designated districts and metropolis to determine if findings reported here are typical for the entire country.
Article HistoryThis paper examined the statistical approach adopted by schools to communicate their academic achievement to stakeholders. The paper looked at the most frequently adopted method, the use of percentage scores, and discussed the limitations of its usage. The paper also explored the use of the weighted average of scores and compared it to the use of percentage scores. Data from the West Africa Examinations Council and standardised test scores from a selected high school were used for the paper's analyses and illustrations. The paper demonstrated that the weighted average of scores accounted for quality of grades obtained as well as the number of candidates presented by a school. The paper identified the use of weighted average of scores as a preferred option to percentage scores in communicating academic achievement to stakeholders. Major recommendation suggested by this paper is for the adoption of weighted average of scores to communicate academic achievement of schools to stakeholders.
Contribution/Originality:This study documents the use of weighted average of scores as the preferable means of communicating student test scores to stakeholders.
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