TY - JOUR
T1 - Headteachers’ Instructional Leadership Practices
T2 - A Comparison of Public and Private Basic Schools in Two Selected Districts in Ghana
AU - Ansaah, Ellen
AU - Abonyi, Usman Kojo
AU - Salifu, Inusah
N1 - Publisher Copyright:
© 2024 Taylor & Francis Group, LLC.
PY - 2024
Y1 - 2024
N2 - This study compared headteachers’ instructional leadership practices in public and private basic schools in two selected districts in Ghana. The study used a quantitative cross-sectional survey design and a simple random sampling technique to invite 336 teacher participants. The research utilized the teacher version of Hallinger and Murphy’s Principal Instructional Management Rating Scale (PIMRS) as the research instrument and descriptive statistics and multivariate analysis of variance (MANOVA) as analytical tools. Results showed that headteachers in private basic schools enacted instructional leadership functions significantly higher than their counterparts in public basic schools. Among other things, headteachers in private basic schools framed and communicated school goals, supervised and evaluated instruction, monitored student progress, protected instructional time, and promoted teacher professional development significantly higher than headteachers in public basic schools. As the government of Ghana hopes to improve learners’ academic achievements in public basic schools, the study recommends that pragmatic strategies that could improve the instructional leadership practices of the headteachers should be implemented.
AB - This study compared headteachers’ instructional leadership practices in public and private basic schools in two selected districts in Ghana. The study used a quantitative cross-sectional survey design and a simple random sampling technique to invite 336 teacher participants. The research utilized the teacher version of Hallinger and Murphy’s Principal Instructional Management Rating Scale (PIMRS) as the research instrument and descriptive statistics and multivariate analysis of variance (MANOVA) as analytical tools. Results showed that headteachers in private basic schools enacted instructional leadership functions significantly higher than their counterparts in public basic schools. Among other things, headteachers in private basic schools framed and communicated school goals, supervised and evaluated instruction, monitored student progress, protected instructional time, and promoted teacher professional development significantly higher than headteachers in public basic schools. As the government of Ghana hopes to improve learners’ academic achievements in public basic schools, the study recommends that pragmatic strategies that could improve the instructional leadership practices of the headteachers should be implemented.
UR - http://www.scopus.com/inward/record.url?scp=85199313153&partnerID=8YFLogxK
U2 - 10.1080/15700763.2024.2381740
DO - 10.1080/15700763.2024.2381740
M3 - Article
AN - SCOPUS:85199313153
SN - 1570-0763
JO - Leadership and Policy in Schools
JF - Leadership and Policy in Schools
ER -