Perception of instructional leadership roles of teachers in Yusifuya Islamic Basic School at Asokore Mampong Municipality

Abstract

The study investigated teachers’ roles as instructional leaders in Yusifuya Islamic Basic School at Asokore Mampong Municipality. The objectives of the study were to examine teachers’ perception of instructional leadership roles, identify factors that militate against teachers’ instructional leadership roles and to find out ways of enhancing teachers’ instructional leadership roles. Descriptive survey design was used for the study. The target population comprised teachers of Basic Schools. The accessible population was 48 teachers of Yusifuya Islamic Basic School. Purposive sampling technique was used to select the Yusifiya Basic School and all the 48 teachers for the study. Questionnaire was used to collect data for the study. The reliability test yielded Cronbach alpha of 0.75. Data were analyzed using descriptive statistics such as percentages and frequencies. The study found among others that lack of professional development training affect teachers instructional leadership roles. Also, lack of financial resources to improvise teaching and learning materials affects teachers’ instructional leadership roles. It is recommended based on the findings that the Municipal Director of Education should make sure teachers of Basic Schools are given regular professional development training in order for them to execute their instructional leadership roles better. The Municipal Director of Education should also ensure that some financial resources for teaching and learning materials are provided so as to encourage and sustain teachers’ instructional leadership roles.