Abstract:
Education managers work hard to address the educational demands of pupils and staff
as nations grapple with new circumstances brought on by the COVID-19 pandemic.
Therefore, this study investigated the influence of the COVID-19 pandemic on
management in public basic schools in the Akuapem-North Municipality, Eastern
Region, Ghana. As a component of the mixed methods approach, the study used a
sequential explanatory mixed methods design. The sample consisted of 87 head
teachers. Data were gathered using surveys and interviews. The quantitative data were
analysed using descriptive and inferential statistics. Themes and quotations were used
to analysed the qualitative data. It was discovered that the COVID-19 pandemic had a
detrimental effect on instruction and learning in public basic schools in the Akuapem North Municipality. Also, charts, transparencies, real items, and textbook were
available to headteachers as educational tools for addressing the pandemic’s effects.
In addition, headteachers used education, adherence to protocols, and the provision of
personal protective equipment (PPE) as ways to control teaching and learning during
the COVID-19 epidemic in public basic schools. Last but not least, there was a
significant gender gap in the approaches used by headteachers to oversee teaching and
learning during the epidemic in public elementary schools. It was concluded that the
COVID-19 pandemic has significantly influenced management in public basic
schools in the Akuapem North Municipality, Eastern Region, Ghana. The disruptions
caused by the pandemic have necessitated adaptations and strategies to ensure
continued education while ensuring the safety and well-being of students, teachers,
and the community. It was suggested that educational managers in public basic
schools in the Akuapem North Municipality should develop and implement effective
remote learning strategies that cater to the needs of students. Also, they should
provide teachers with training on remote teaching methodologies, digital tools, and
platforms to effectively engage students in online or blended learning environments
Description:
A thesis in the Department of Educational Administration and Management,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
