Abstract:
The purpose of this study was to investigate the challenges confronting headteachers’
instructional supervision in public basic schools in the Kwadaso Municipality of Ashanti
Region. In all, 35 out of 49headteachers were selected through the simple random sampling
technique. The quantitative research approach was adopted with descriptive research design.
Structured and close-ended questionnaire was used as the main instrument for data
collection. The reliability coefficient of the questionnaire was Cronbach’s ‘Alpha’ of 0.76
after a pilot study. The results of the study showed that headteachers used varied instructional
supervision practices including frequent checking of lesson notes, scheme of work, and
teacher’s punctuality and regularity. In addition, the study found that instructional
supervision promotes effective classroom instruction, improves learning outcomes among
pupils/students and helped teachers to cover scheme of work. Finally, headteachers were
faced with challenges such as heavy work overload, lack of funding/resources and negative
attitude of teachers. It is therefore recommended that the Kwadaso Municipal Education
Directorate should organize in-service training programmes for the headteachers to equip
them with the appropriate knowledge and skills to effectively balance and practice their
supervisory tasks. Furthermore, the Ghana Education Service should also design a policy
that will help reduce the workload of headteachers. This can be done by formally appointing
Assistant head teachers to help them. Finally, besides increasing the Capitation Grant, the
Ministry of Education should pay it promptly to help headteachers provide the much needed
resources for effective instructional supervision.
Description:
A project work in the Department of Educational Leadership, Faculty of
Education and Communication Science, submitted to the School of Graduate
Studies, Akenten Appiah-Minka University of Skills Training and Entrepreneurial
Development in partial fulfilment of the requirements for the award of the Master
of Arts (Educational Leadership) Degree
AUGUST, 2022