Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools

Jull, Stephen; Swaffield, Sue; MacBeath, John

doi:10.1080/13632434.2013.849679

Cited by 8 publications

(2 citation statements)

References 31 publications

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“…Nonetheless, while a number of training interventions are organized for teachers in Ghanaian basic schools, classroom instruction has not been effective (Jull et al, 2014) while learning outcomes have fallen far below the targets of the Ministry of Education (MoE) in recent years (World Bank, 2014). Results of the Early Grade Reading Assessment (EGRA), for example, between 2013 and 2015 indicated that just 2% of Primary 2 pupils were able to read at an appropriate grade level with 50% unable to recognize a single word (World Bank, 2018).…”

Section: Introductionmentioning

confidence: 99%

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Abonyi

Yeboah

Luguterah

2020

Cogent Social Sciences

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This study explored the work environment factors that support or constrain the application of teacher professional development initiatives in Ghanaian basic schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected and interviewed from one educational district in Ghana. Findings from the study showed that headteachers support through the provision of the required teaching and learning resources, peer support through culture of shared norms, beliefs and values and the opportunity to share knowledge during school-based in-service training (INSET), interest and commitment shown by students toward learning, and availability of needed teaching and learning materials supported transfer of learning of teachers. In contrast, lack of time due to rigid and inflexible school timetable, teacher workload, and inadequate teaching and learning resources constrained effective transfer of professional development of teachers. The study concludes that educational policymakers and training practitioners need to support infrastructures that would empower headteachers to be resourceful in order to assist and provide teachers with the required teaching and learning facilities to facilitate the transfer of their learning.

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Section: Introductionmentioning

confidence: 99%

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Abonyi

Yeboah

Luguterah

2020

Cogent Social Sciences

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“…An Ethiopian study also insisted on the necessity of continuous professional development for secondary school teachers (Reta, 2017). There are also project evaluation studies on the professional development of school leaders in Ghana (Jull et al, 2014) and South Africa (Weber, 2005).…”

Section: Inequality and Quality Improvementmentioning

confidence: 99%

Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement

Ogawa

2022

Prospects

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This article examines the emerging unfair inequality in Kenyan secondary schools through comparative case studies of three secondary schools in western Kenya. Qualitative data were collected through fieldwork over a four-year period, with participant observation and semi- or non-structured interviews, to understand how interactions among schools, households, and communities impact the improvement of educational quality. This study demonstrates that educational inequality stems from economic background and academic performance. While establishing new schools allowed students to choose better schools in their vicinity, increasing school competition resulted in a school hierarchy restricting uniform access due to factors of affordability and academic achievement. This suggests that the unplanned establishment of new schools constrains vulnerable students from continuing their education. Expanding educational opportunities and improving quality are important facets of education; however, it is necessary to pay attention to the beneficiaries of this process, as economic inequality may translate into educational inequality.

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Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning

Swaffield

2019

International Journal of Inclusive Education

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Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools

Cited by 8 publications

References 31 publications

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools

Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement

Inclusive educational leadership to establish a co-operative school cluster trust? Exploring perspectives and making links with leadership for learning

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