Headteachers’ leadership roles on junior high school integrated science instruction

Abstract

This study was designed to investigate how junior high school headteachers influenced changes in the science teachers’ instructional practices. The target population consisted of all headteachers, assistant headteachers and science teachers in the 64 public junior high schools in the New Juaben Municipality in the Eastern Region of Ghana. However, the accessible population comprised three headteachers, three assistant headteachers and three science teachers from three public junior high school in the Municipality. Data was collected through semi-structured, in-depth interviews with nine individuals from three public basic schools in the New Juaben Municipality in the Eastern Region. Observations were also undertaken and document analysed to corroborate spoken claims of the participants. Validity of the instruments was fostered through data triangulation, credibility and trustworthiness of the data was ensured through member checking. The main findings included headteachers having limited influence on teacher due to external influences, poor supervision, and inadequate provision of resources. Base on these findings it is recommended that there should be a well enticing reward system to propel headteachers and science teachers to go extra mile in delivering their duties and supervision strengthened.