Instructional leadership roles of head teachers on the performance of teachers in six selected public Junior High Schools in Buoho circuit in the Afigya Kwabre district

Abstract

This study examine the roles of head teachers on the performance of teachers in six selected public junior high Schools in the Afigya Kwabre District. Descriptive research design using sequential mixed method approach was adopted for the study. In all a sample size of sixty-six (66) comprising sixty (60) teachers and six (6) head teachers were used for the study. Questionnaire and semi structured interview guide were used as the main instruments for the study. The findings of the study revealed that head teachers in the Afigya Kwabere District performed roles such as ensuring conducive atmosphere for teaching and learning, monitoring both teachers and students in the school, giving rewards and recognition to deserving teachers, and serving as a link between the school and the community. Again, the study revealed that appropriate communication between head teachers and teachers, provision of avenues for teacher’s professional growth and development, inspecting of teachers maintenance of records of work and empowering teachers as decision makers were some of the head teacher’s instructional roles that have an influence on teacher performance. Finally the study revealed that inadequate teaching and learning resources, lack of cooperation among members of staff, teachers’ lack of commitment towards teaching and learning, lack of induction policy document and poor relationship between teachers and students were some of the challenges confronting head teachers at Buohu Circuit in tin the Afigya Kwabre District in in the performance of their instructional leadership roles. The study therefore recommends that government of Ghana through the Ghana Education Service should consider increasing the capitation amount given to head teachers and specifically increase the allocation for purchasing of new text books and other instructional materials.