LEADERSHIP ROLES AND CHALLENGES AT THE JUNIOR HIGH SCHOOL LEVEL: THE PERCEPTION OF HEAD TEACHERS IN THE KASSENA NANKANA WEST DISTRICT OF THE UPPER EAST REGION OF GHANA

Abstract

The purpose of the study was to find out the leadership roles and challenges facing Junior High School head teachers, as perceived by the head teachers in the Kassena Nankana West District of the Upper East Region of Ghana. The study used a quantitative research approach and a descriptive survey design. The population included all Junior High School Headteachers in the Kassena Nankana West District. A purposive sampling technique was employed to include all 34 Headteachers in the 34 Junior High Schools in the District. Structured questionnaire was the main instrument for data collection. The data was analysed using frequencies, percentages, means and standard deviations. The study found that Junior High School Headteachers were not properly prepared before and after their appointments. It emerged from the study that Headteachers’ were generally satisfied with the performance of their roles and responsibilities, though these responsibilities were considered to be numerous. The study revealed some particular challenges that affected head teachers. Most prominent among these were: performing administrative work and teaching at the same time; inadequate infrastructure; lack of offices for heads and store rooms; late payment of capitation grant; late submission of teaching lesson notes for vetting; misuse of instructional time; lack of teachers’ accommodation; indiscipline among students; non-payment of responsibility allowance and lack of motivation. Based on the findings, it was recommended among others that the procedures employed by Ghana Education Service in appointing head teachers should be reviewed and clearly defined procedures be followed in appointing professionals with relevant knowledge and experience as head teachers and not merely those who have achieved academic success or are in the system for long years. The government and GES should supply teaching and learning resources as well as other incentives before the beginning of the academic year.