Assessing teachers’ perceptions of SISOs and their impact on professional support and collaboration in the Birim Central Municipality

Abstract

This study investigated teachers’ perceptions of the roles and effectiveness of School Improvement Support Officers (SISOs) and how these perceptions influence professional support and collaboration in public basic schools. The purpose was to assess the extent to which SISOs contribute to instructional supervision, teacher development, and collaborative practices within schools. A quantitative research approach with a descriptive survey design was adopted, using primary data collected through a self-administered questionnaire. The study employed a multi-stage sampling technique to select a sample of 276 teachers from various schools within the Birim Central Municipality. Data were analysed using descriptive statistics, including frequencies, percentages, means, with the support of SPSS. The findings revealed that teachers have positive perceptions of SISOs’ roles, responsibilities, recognising them as mentors who provide guidance in lesson preparation, identify training needs, and support school improvement initiatives. Teachers also viewed SISOs as providers of professional support, delivering constructive feedback, promoting knowledge-sharing and innovative teaching methods. Finally, SISOs were seen as catalysts for teacher collaboration, fostering teamwork, peer observation, and professional learning communities that enhance teaching quality and collegiality. It is recommended that educational managers provide adequate resources, training to strengthen SISOs’ capacity in monitoring, mentoring and promoting collaborative professional practices.