Abstract:
The study was conducted to investigate the effectiveness of management practices of head
teachers in Junior High Schools in the Ahafo-Ano North Municipality of Ashanti Region.
The objectives of the study were to find out the management practices of head teachers,
identify challenges head teachers face in the management of the school and to find out
ways to improve head teachers management practices in Junior High Schools in the Ahafo Ano North Municipality. Descriptive research design was used for the study. The targeted
population was all the head teachers and teachers of the eight junior high schools in the
Tepa circuit ‘B’ of the Ahafo-Ano North Municipality. The accessible population was 70,
consisting of 8 head teachers and the 62 teachers in the eight junior high schools. Census
sampling was used to select all the 8 head teachers and 62 teachers for the study. Structured
questionnaire was used to collect data for the study. It was found among others that
provision of feedback and appraisal for teachers self-confidence and delegating
responsibilities to other teachers when necessary were management practices portrayed by
head teachers. Inadequate funding, inadequate school facilities, work overload and poor
condition of service were some of the challenges in head teachers’ managerial practices.
Provision of incentives, provision of regular feedback, and provision of adequate training
were ways to improve head teachers management practices. It is recommended based on
the findings that the Ghana Education Service (GES) should organize workshops, seminars
and forums to upgrade the knowledge of head teacher on management practices that
improve teaching and learning.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, Submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for the award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, Submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the requirements
for the award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018