Exploring Instructional Leadership Practices of Leaders in Ghanaian Basic Schools

Autor/inn/en	Abonyi, Usman Kojo; Sofo, Francesco
Titel	Exploring Instructional Leadership Practices of Leaders in Ghanaian Basic Schools
Quelle	In: International Journal of Leadership in Education, 24 (2021) 6, S.838-854 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abonyi, Usman Kojo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1629628
Schlagwörter	Instructional Leadership; Instructional Improvement; Principals; Assistant Principals; Elementary Schools; Public Schools; Rural Schools; Goal Orientation; School Supervision; Progress Monitoring; Time Management; Incentives; School Districts; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Unterrichtsqualität; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Zielorientierung; Zielvorstellung; Schulaufsicht; Zeitmanagement; Anreiz; School district; Schulbezirk; Ausland
Abstract	In the past decade learning outcomes in public basic schools in Ghana have fallen far below the targets of the Ministry of Education as less than a third of primary school children reach proficiency in English or in Mathematics. In the wake of this low performance, there has been a call for the professionalization and strengthening of instructional leadership in Ghanaian basic schools to facilitate effective teaching and learning. Employing qualitative research strategy through interviews, this study sought to investigate instructional leadership practices of 14 school leaders in the basic schools of one educational district of Ghana. The study found limited shared instructional leadership aimed at improving instruction. It seems instructional leadership was related to managerially focused idiosyncratic teaching and learning practices underpinned by behaviourism. Head Teachers had entrenched a leadership culture driven by central policies and expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01