Abstract:
Literature indicates that most Early Grade Centres in Ghana are managed by people
who have not undergone relevant training. The purpose of this study was to examine
the challenges faced by heads of public early grade centres in Awutu Senya West
District. The mixed method approach underpinned by the pragmatic paradigm was
employed for this study. The sequential explanatory design was used as the
framework for data collection and analysis. The target population for the study was
120 headteachers and assistants of Early Grade Centres of which 87 responded to the
questionnaire. The census sampling frame was used to involve all the 87 respondents
whereas maximal variation technique was employed to select 12 heads and assistants
for the qualitative phases of the study. Quantitative data was collected using the
questionnaire, and statistical analysis was done using the SPSS v.24. The interview
guide was developed from the emerging issues in the quantitative analysis. The Atlas
ti v.9 was used to transcribe the qualitative data before the data was integrated to give
clarification to the quantitative analysis. It emerged that inadequate teaching staff,
lack of motivation, lack of school resources and facilities, teacher retention, work
overload and large class size were the administrative-related challenges confronting
Early Grade Centres headteachers in Awutu Senya West District. It also emerged that,
inadequate funding by the government, budgetary constraints, and delay in funds
(capitation grant) constituted the financial-related challenges of headteachers. The
study concluded that financial-administrative-related challenges poses a threat to the
infrastructural and material development of the school. It was recommended among
others that, the Ghana Education Directorate in Awutu Senya West District, should
liaise with corporate institutions in the municipality to provide financial aid to the
school as part of its corporate social responsibility.
Description:
A thesis 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.
JANUARY, 2022