Experiences of newly appointed headteachers of public basic schools in some selected circuits of the Kintampo North Municipality

Abstract

This study explored the experiences of newly appointed headteachers in public basic schools in some selected circuits of Kintampo North Municipality. Interpretivist paradigm and qualitative approach was adopted for the study. The researcher used a phenomenological design and adopted census sampling technique to all five (5) headteachers for the study. To collect data, a semi-structured interview guide was utilized. Thematic analysis was employed for data analysis. The findings of the study highlight that problem-solving experiences, analytical and decision-making experiences, initiative and motivation for work, work enhancement and teacher welfare were the administrative experiences of newly appointed headteachers of public basic schools in some selected circuits of Kintampo North Municipality. It was further revealed that internal supervisory experiences of newly appointed headteachers include; teacher supervision, monitoring teacher preparation of scheme of work, lesson plan and other records, promoting teacher morale and commitment to work, design and administration of class tests and termly examinations. Instructional leadership experiences of newly appointed headteachers in public basic schools include promoting work efficiency, excellence and self-direction towards work among teachers, promoting teacher morale and self-motivation towards work, promoting work productivity of teachers, promoting teacher punctuality and active participation in co-curricular activities, and promoting job satisfaction among teachers. Newly appointed headteachers in public basic schools in some selected circuits of Kintampo North Municipality face several challenges. These include large class sizes, poor classroom infrastructure, lack and inadequacy of teaching and learning materials, work stress, and limited access to teaching technology and media resources. The study therefore recommended that the role of a headteacher should be seen as the daily practice of administration, management, and leadership, which involves supervision and monitoring. It further advised that the Ghana Education Service should appoint headteachers who possess the needed knowledge, skills, and experience in educational administration, management, and leadership. In addition, newly appointed headteachers are encouraged to adopt effective practices such as shared leadership, delegation of authority, clear communication, and proper time management to reduce stress and improve productivity.