Supporting Whole School Initiatives in the Ghanaian Education System: Are School Heads Making Any Impact?

Inusah Salifu; Usman Kojo Abonyi

doi:10.1177/19427751251341290

Supporting Whole School Initiatives in the Ghanaian Education System: Are School Heads Making Any Impact?

Research output: Contribution to journal › Article › peer-review

Abstract

In today’s world of diversity and inclusivity, supporting whole schooling is crucial for every country’s education development. Using the context of Ghana, this conceptual paper delves into school heads’ support for Learners with Special Needs (LWSNs) to promote whole schooling. Findings reveal that although Ghana has a policy ensuring LWSNs’ right to education is comparable to their peers, school heads are constrained to impact its implementation because they do not receive the necessary support from the Ghana Government. The paper’s contribution lies in proposing a conceptual model to understand how school heads’ support services can foster whole schooling in Ghana.

Original language	English
Pages (from-to)	484-502
Number of pages	19
Journal	Journal of Research on Leadership Education
Volume	20
Issue number	4
DOIs	https://doi.org/10.1177/19427751251341290
Publication status	Published - Dec 2025

Keywords

Ghanaian education system
Learners with Special Needs
inclusive education
school heads’ support services
whole schooling

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/19427751251341290

Cite this

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title = "Supporting Whole School Initiatives in the Ghanaian Education System: Are School Heads Making Any Impact?",

abstract = "In today{\textquoteright}s world of diversity and inclusivity, supporting whole schooling is crucial for every country{\textquoteright}s education development. Using the context of Ghana, this conceptual paper delves into school heads{\textquoteright} support for Learners with Special Needs (LWSNs) to promote whole schooling. Findings reveal that although Ghana has a policy ensuring LWSNs{\textquoteright} right to education is comparable to their peers, school heads are constrained to impact its implementation because they do not receive the necessary support from the Ghana Government. The paper{\textquoteright}s contribution lies in proposing a conceptual model to understand how school heads{\textquoteright} support services can foster whole schooling in Ghana.",

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N2 - In today’s world of diversity and inclusivity, supporting whole schooling is crucial for every country’s education development. Using the context of Ghana, this conceptual paper delves into school heads’ support for Learners with Special Needs (LWSNs) to promote whole schooling. Findings reveal that although Ghana has a policy ensuring LWSNs’ right to education is comparable to their peers, school heads are constrained to impact its implementation because they do not receive the necessary support from the Ghana Government. The paper’s contribution lies in proposing a conceptual model to understand how school heads’ support services can foster whole schooling in Ghana.

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Supporting Whole School Initiatives in the Ghanaian Education System: Are School Heads Making Any Impact?

Abstract

Keywords

UN SDGs

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