An exploration of socio-academic experiences of Heads of Departments in Senior High Schools in Krachi-West Municipality, Oti Region of Ghana

Abstract

The brain behind this thesis was to explore the socio-academic experiences of Academic Heads of Departments (AHoDs) of the two schools. These schools are in the Krachi West Municipality, specifically located in Oti Region of Ghana. The following research questions were designed and used for the study: a) What measures do HoDs employ to ensure the timely submission of Lesson Notes by teachers in Kete Krachi Senior High Technical and Krachi Senior High School in Krachi West Municipality? b) How do HoDs of the schools ensure prompt submission of students' Assessment Records? c) How does inter-department relationships enhance the performance of HoDs in Senior High Schools in Krachi West Municipality? d) How do HoDs relate with managements of the Senior High Schools in promoting effective teaching and learning? An interpretivist phenomenological study design was employed by the investigator with exploration to determine the socio-academic experiences of Academic Heads of Department. Purpose sampling techniques were used for the sampling. The researcher used semi-structured interviews to elicit information from HoDs regarding their socio-academic experiences. The researcher intentionally chose twelve Heads of Departments that comprised the sample size for the study. The data was gathered by face-to-face interview which was followed by inductive analysis that unearthed the Academic Heads of Departments‟ socioacademic experiences. The study discovered that some Heads of Departments combined teaching with supervision and monitoring, which makes them overburdened. Some teachers, realizing that they are older than their Head of Department HoDs find it very difficult to take instruction from them. It was also discovered that Professional Learning Communities PLC sessions held at the schools by HoDs support teachers to perform their duties diligently. HoDs frequent contacts with teachers to remind them of meeting the deadlines for submitting students Report Card has remedied the delays in the submission of such records. In summary, regular staff meetings, Professional Development, and In-Service Training foster collaboration, improved instructional practices, and promoted a culture of continuous learning. These encouraged peer support, sharing of ideas, teamwork that culminated in teacher effectiveness and students‟ outcomes