Perceived roles and challenges facing female head teachers in junior high schools in the Kumasi metropolis

Abstract

In Ghana there is a perception that female head teachers are not well prepared to deal with challenges and issues arising from the complexities of institutional management. This study examined the leadership roles and professional development needs of female headteachers in junior high schools within the Kumasi metropolis. Using the census sampling method, all the 40 female head teachers in the Kumasi metropolis were used for the study. Field data collection was done through the use of open-ended and closedended questionnaire. The findings revealed that female head teachers identified seven tasks as their roles; staff monitoring, administration, resource management, professional leadership, teaching/academics; communication/public relations, and pastoral (nurturing) duties or responsibilities. The findings further revealed that female head teachers view staff monitoring as the number one priority, whereas communication or public relations is viewed as the least priority. It also emerged from the study that female head teachers needed skills in the following areas: better management training, direction and leadership from the educational authorities, mentoring and assistance with appraisal and ICT programmes. Based on the findings of the study, the study concluded that female head teachers of junior high schools in Kumasi metropolis are cognizant of their roles and professional development needs and are active in the acquisition of the skills needed to perform their roles. The study recommends that educational authorities need to organise professional development programmes for female headteachers and school leaders in general to enable them perform their roles effectively and efficiently.