An Investigation into the Administrative Practices of Headteachers of First Cycle Institutions in Ghana

Abstract

This study investigated the administrative practices of headteachers of first cycle institutions within the Tamale Metropolis of the Northern Region of Ghana, grounded in Transformational Leadership and Organizational Theory. Employing a cross-sectional research design and utilizing a quantitative research approach, the study involved 500 headteachers (76 females, 424 males) selected through census sampling. Data collection involved closed-ended questionnaires, and methods of analysis included frequencies, percentages, means, and standard deviations. Results indicated that headteachers’ administrative practices encompassed various responsibilities, such as ensuring effective academic work, maintaining discipline, classroom teaching, supervising and monitoring instruction, as well as providing guidance and counseling services. The study also identified challenges faced by headteachers, including the protection of undisciplined teachers by education officers, inadequate teacher accommodations leading to tardiness, and widespread absenteeism, particularly in rural areas. Based on these findings, recommendations were made, emphasizing the need for in-service or on-the-job training for headteachers to enhance their administrative skills. Additionally, headteachers should wield the prerogative power to address teachers’ indiscipline and unprofessional conduct without interference from officers. The Metropolitan Education Directorate is urged to take proactive measures in addressing the challenges identified in headteachers’ administrative practices.