Strategies of school improvement practices of basic school head teachers in Yilo Krobo Municipality, Ghana

Abstract

This study explored Strategies of school improvement practices of Basic school heads in the Yilo Krobo Municipality. The objectives of the study, based on Lezzote‟s correlates of effective schools, were to find out the instructional leadership practices exhibited by basic school heads, identify ways in which basic school heads monitor students‟ progress, examine the measures Basic school heads adopt to ensure a safe environment for students as well as the strategies employed by basic school heads to create learning opportunities for students in the Yilo Krobo Municipality. The study employed a qualitative approach underpinned by the interpretive paradigm. Specifically, the study employed a case study research design with purposive sampling procedure to select a sample of Twenty (20) participants. The study concluded that although the school improvement practices of basic school heads in the Yilo Krobo Municipality are in line with Lezzote‟s effective schools‟ model, there is no evidence to suggest that these influence learning outcomes. With evidence of the use of technology and virtual studies being ignored by the head teachers, the study recommends that the Yilo Krobo Municipal Education Directorate adopts a digital technology policy for all heads of basic schools in the Municipality. The Directorate should build the capacity of the heads and help them gain the competencies needed to enhance their school improvement practices through technology. The basic school heads should also study their schools‟ situations and adopt practices that best work for them.