School Head Teachers Research Articles

Headteachers Effectiveness in the Context of School Leadership: Perspective of Basic School Headteachers in Tamale Metropolis, Ghana

The effectiveness of headteachers is a critical determinant of school success, particularly in Ghana's basic educational system. This study examined the dynamics of school leadership within basic schools in the Tamale Metropolis, stressing how headteachers’ leadership practices impact school performance, teacher motivation, and student outcomes. Employing a quantitative approach, data were collected through questionnaire administration from a sample size of 136 headteacher respondents who were surveyed. Descriptive and inferential statistics were employed in analyzing the data. The findings showed that all twelve (12) considered predictors collectively accounted for a modest 96.8% of the variance observed in the leadership effectiveness of headteachers (f (7.522) = 336.035, p < 0.05). The study further found that the headteachers functioned with a participatory democratic leadership model because they involved the teaching and non-teaching staff, learners, parents, and community stakeholders in their administration and leadership.

The accidental head: A qualitative study exploring the characteristics of happy, healthy and productive headteachers in independent schools in England

Whilst there is considerable research into the impact of educational leadership on pupil outcomes, less explored are the career characteristics headteachers need to effect and sustain that leadership long term. This study explores the career characteristics that underpin sustainable careers for headteachers. The sustainable career model provides the framework to identify the indicators of a sustainable career: happy, healthy, productive, and the means to analyse through the dynamic fit of person, context, and time. Twenty independent school headteachers in England were interviewed, and through reflexive thematic analysis, we developed three themes encapsulating key characteristics for a sustainable headteacher career. Discovering Headship showed how experiences prior to headship inspire and ready them for the position. Navigating Headship illustrates how headteachers navigate and orchestrate people within their contexts and identified the importance of belonging in professional networks. Sustaining a Headteacher Career identified the proactive self-management of health, recovery experiences, and a pupil-focused approach. The findings are discussed through the lens of the sustainable career model, and we offer a number of practical recommendations.

An Analysis of Classroom Assessment Strategies Utilized by Secondary School Teachers: A Case of Selected Schools in Kabwe District, Zambia.

This study investigates the classroom assessment strategies employed by secondary school teachers in selected schools within Kabwe District, Zambia. The primary objectives of the study were: To identify the assessment strategies utilized by teachers in selected secondary schools in Kabwe District. To explore the rationale behind teachers’ choice of assessment strategies and their implications for learner outcomes. Adopting a descriptive survey design, the study employed a concurrent embedded mixed method approach, involving 250 teachers, 10 school head teachers, and 8 Senior Education Standard Officers (SESOs). Data were collected through self-administered questionnaires and in-depth interviews. The findings revealed the following: The majority of teachers in public secondary schools predominantly use summative assessment strategies that do not align with curriculum recommendations. These strategies, such as quizzes, oral question-and-answer sessions, and multiple-choice tests, primarily focus on lower-order cognitive skills and do not effectively promote critical thinking.\ Formative assessment strategies, which require higher-order cognitive skills, such as essays, debates, role-playing, teacher expositions, and discussions, are frequently avoided due to time constraints and perceived difficulty. The selection of assessment strategies is influenced by systemic challenges including large class sizes, inadequate resources, insufficient administrative support for teachers’ training, and an education system that prioritizes summative assessment over formative learning. The study concluded that secondary school teachers in Kabwe District predominantly rely on lower-order assessment strategies within a teacher-centered approach. The primary constraints identified were large class sizes, time limitations, inadequate training, and limited resources, all of which contribute to teachers’ reliance on summative assessments. As a result, student learning outcomes are negatively impacted due to the lack of formative, higher-order cognitive assessments. To improve classroom assessment practices, the study recommends measures such as reducing class sizes to a maximum of 40 students per class, increasing time allocated for assessments, enhancing teacher training programs to address knowledge gaps and strengthening administrative support from school management to fully implement formative assessments.

<b>Challenges Faced By The Headteachers In Special Education Schools Of Students With Hearing Impairment</b>

The study aimed to explore the challenges faced by the headteachers in special education schools of students with hearing impairment. It was a descriptive research conducted to explore the monetary, management and disciplinary challenges. Survey design was utilized in the research for the purpose of data collection from the study respondents in terms of a questionnaire. The population of this research project was Public Special Education Schools of Faisalabad District. Investigator selected the sample by using convenient sampling technique. Researcher selected forty public and private special education schools/centers of district Faisalabad, working for the students with hearing impairment. Researcher selected a sample of 40 headmasters/deputy headmasters from the public and private special education schools for the data collection. Questionnaire in the form of five point Likert scale containing 42 statements was used for this research as a research instrument. Researcher visited the public and private special education schools of the students with hearing impairment of division Faisalabad including its districts i.e. Toba Tek Singh, Chiniot and Jhang. After the collection of questionnaires the researcher made a list of schools and students providing data. The record data was analyzed through frequency, mean and standard deviation. The study results revealed that monetary challenges faced by the headteachers of the schools of students with hearing impairment included poor budgetary allocations, unnecessary delay in bills processing, and untrained staff in managing the budget of the schools. The management challenges faced by the headteachers included the shortage of teachers, lack of modern audiometers, and untrained professionals. The disciplinary challenges faced by the headteachers included the uncontrolled behavior of the students with hearing impairment, skipping from the classes by the students, non-serious attitude of the staff in controlling of the students in classes. Keywords: Challenges, Headteachers, Special Education.

The principal’s role in nurturing catholic school identity in the Republic of Ireland: implications for leadership development and succession planning

ABSTRACT The role of a school principal is increasingly complex; in Catholic schools, principals face the additional challenge of navigating the terrain between State demands and the requirements of the Catholic community, managing multifaceted and sometimes competing expectations. This paper investigates contemporary views and experiences of principals (headteachers) in Catholic secondary schools in the Republic of Ireland. It examines the results of the first large scale, mixed methods empirical study into Catholic school ethos in the Republic of Ireland, of which leadership is an essential dimension. Employing both survey and semi-structured interview data, it analyses the practices, views and experiences of principals of secondary Catholic schools and highlights the role and reality of leading a Catholic school in the Republic of Ireland today. Findings demonstrate a level of commitment and professionalism among principals, and much in the way of good practice and commitment to ethos. However, they also indicate succession concerns and an urgent need for leadership development supports for existing and aspiring Catholic school principals. While the study is carried out in Ireland, it is also of interest to other Catholic education systems looking to the future of school leadership.

Roles of Head Teachers in the Implementation of Multiple School Accountability in Managing Public Primary Schools in Handeni District, Tanzania.

The quality of school management to head teachers in public primary schools has become a central issue for the government of Tanzania. Head teachers are considered persons in authority who manage the public primary school and the pillars of educational management. Without effective roles of head teachers in implementing multiple school accountability in managing public primary schools, the provision of quality education and quality of education management cannot be realized in public primary schools in Tanzania. In this context, this paper explores the roles of head teachers in implementing multiple school accountability in managing public primary schools in Handeni district, Tanzania. The study employed a qualitative research approach with interviews and Focus Group Discussions (FGDs) as the primary data collection method. Data needed for this case study design was collected from 42 participants and analyzed by using thematic analysis with the help of SPSS program version 25. Study findings indicate that head teachers implement multiple school accountability in managing public primary schools through planning, communicating, mobilizing, decision-making, and collaborating. Based on the findings, the study recommends that head teachers can more effectively cooperate with various education stakeholders in managing public schools and innovation practices to enhance the teamwork between schools and the community to strengthen school management partnerships.

‘What do I do? Save the environment or let children go hungry?’ Leading English schools at time of climate crisis

ABSTRACT Our analysis of interviews with 10 headteachers of English secondary schools (11–18 years) shows they are keenly aware of the importance of climate change and sustainability issues but are not always able to translate this into action within their schools. Carried out in the summer of 2022, just after the Department for Education’s first Strategy for Climate Change and Sustainability was published, the interviews explored headteachers’ thoughts and actions in response to the climate and ecological crises. Surprising aspects of their responses led us to distinguish in our analysis between ‘surface’ and ‘latent’ meanings. The former revealed competing priorities and a lack of personal expertise that undermine their sense of agency and, in some cases, lead to an over-reliance on a committed individual elsewhere in the school. The latter revealed defensiveness in justifying their alignment with government-led priorities, and a sense for some that the interview itself was creating a space to think about these issues properly for the first time. Together, they showed headteachers making painful moral choices between perceived short-term systemic demands and the long-term well-being of students and society.

Feasibility of Transformational Leadership of School Administrators Program under Mahasarakham Primary Educational Service Area Office 1

This research aims to 1) study the current situation, the desired conditions, and the necessary needs for enhancing transformational leadership among school administrators, and 2) develop a program to enhance transformational leadership among school administrators. The research was conducted in two phases: 1) studying the current situation, desired conditions, and necessary needs for enhancing transformational leadership among school administrators. The sample group consisted of 272 participants, including school administrators, deputy administrators, and head teachers of various departments. The research tool was a questionnaire designed to assess both the current and desired states of transformational leadership. The data were analyzed using percentage, mean, standard deviation, and the necessity index (PNImodified). 2) developing a program to enhance transformational leadership among school administrators. The group providing information consisted of five experts. The tool used was an assessment form for evaluating the program’s appropriateness and feasibility. The data were analyzed using mean and standard deviation. The current state of transformational leadership among school administrators was found to be at a moderate level overall. The desired conditions were rated at the highest level overall. The most necessary area for enhancement was found to be intellectual stimulation. The transformational leadership enhancement program for school administrators consists of six main components: Principles Objectives Goals Content Development process Measurement and evaluation The content is divided into four modules: Module 1: Idealized influence Module 2: Inspirational motivation Module 3: Intellectual stimulation Module 4: Individualized consideration. The evaluation results of the program’s appropriateness and feasibility were found to be at the highest level overall.

Trauma‐informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic

AbstractThis doctoral study explored headteachers' lived experiences of leading trauma‐informed education in their special schools for pupils with adverse childhood experiences (ACEs) and social, emotional and mental health (SEMH) needs throughout and since the coronavirus (Covid‐19) pandemic. Five headteachers of SEMH special day schools in England participated in semi‐structured interviews in late 2023. Transcripts were examined using interpretative phenomenological analysis. The interviews focused on participants' perspectives on their leadership during and since the pandemic, including in light of Government policy and guidance, and their perceived impacts on their schools, pupils and themselves. Key lessons include recommending that policymakers seek to understand the sector better by consulting those with lived experience of leading, working at, and attending SEMH special schools. In doing so, this understanding should inform smarter policy that better supports pupils with ACEs and SEMH needs in future emergencies. The research also identifies the need to provide more effective support to headteachers during times of crisis.

Teachers’ Perception of the Leadership Competencies of Transferred Secondary School Headteachers in Central Uganda

Teachers’ Perception of the Leadership Competencies of Transferred Secondary School Headteachers in Central Uganda

Leadership Preparation Learning Experiences of Novice Basic School Headteachers in Ghana

ABSTRACT This study examined the leadership preparation learning experiences of novice headteachers in two selected municipalities within the Greater Accra Region of Ghana. Adopting a phenomenological design, data were collected from 10 novice headteachers through semi-structured interviews and analyzed using thematic analysis. The results showed that novice headteachers prepared for headship through self-initiated formal and informal learning avenues that were job-related but often unsystematic and unstructured. A few novice headteachers took the initiative to enroll in formal university-based programs in educational leadership and management. The headteachers largely perceived their leadership preparation as insufficient for fully preparing them for the headship role. Based on these findings, it is recommended that educational policymakers in Ghana develop and implement formal, structured leadership preparation programs to better equip aspiring headteachers for their roles.

Motivational Levies and Academic Achievement in Public Day Primary Schools in Nyamira County, Kenya

The study dealt with the effect of motivational levies on academic achievement in public day primary schools in Nyamira County. The study explored teacher motivation levies, academic tour levies and pupil motivation levies. The study adopted the ex – post facto research design. The target population for this study comprised of 392 public day primary school head teachers in Nyamira County. A sample of 198 head teachers were selected using Slovin’s formula from the target population. The study used both a questionnaires and documentary analysis guide for data collection. The data collected were analyzed by the use of descriptive statistics (mean, frequencies and percentages) and inferential statistics using Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression. The study findings of the data analysis revealed that pupils’ motivational levies are statistically significant, with a partial regression coefficient of b = 0.0036, t = 2.75, and p = 0.007, indicating that an increase in pupils’ motivation is associated with a significant improvement in academic achievement. Specifically, the coefficient for pupils’ motivation levy (b = 0.004) showed that an increase in the levy by one Kenya shilling results in an improvement in the KCPE mean by 0.004 points. In practical terms, when a parent pays Kshs 100 for pupil motivation, the school’s KCPE mean will increase by 0.4 points. On the other hand, the regression coefficients for academic tours (b = 0.0003, t = 0.64, p = 0.520) and teachers’ motivation (b = -0.0007, t = -0.82, p = 0.414) were not statistically significant at p < .05. This indicates that there is no evidence to suggest that academic tours and teachers' motivation have a statistically significant impact on school’s academic achievement. Therefore, the study concludes that while pupils' motivational levies significantly influence academic achievement, teachers’ motivational levies and academic tours levies do not have a statistically significant effect on improving performance.

Educational Leadership and Management in Complex and Diverse Situations (A Case Study of Chitwan)

Recruitment and retention of school headteachers are crucial parts of quality education in schools because qualified, experienced, and retained school headteachers can motivate teachers and enhance the educational standard in schools. This study examined the perceptions of the headteachers to understand their attrition causes. This paper tried to identify the causes of headteachers’ attrition by conducting qualitative interviews in Chitwan District, Nepal. This paper applied the qualitative approach because it helps understand the deeply rooted experience of headteacher attrition. Using the accounts of the five headteachers, the interviews were conducted concerning their job dissatisfaction factors (e.g., societal support), followed by open-ended interviews by conducting qualitative interviews in Chitwan District (2022). This study considered three major ethical issues in qualitative research: the researcher’s behaviour, questionable information, suggestions, and study guidance. It is argued that due to a lack of technological access and social identity, there is always a problem with recruiting and retaining headteachers in Nepalese schools. This study argues that with respect to the day-to-day work activities required to be a headteacher, the working relationship between teaching and non-teaching staff has changed fundamentally worldwide, including in Nepal. Nepalese schools have been struggling to find stable and highly motivated headteachers. However, the investment outcomes are not as fruitful as they have been in the Nepalese schools. It has been concluded that the lack of technological access, social respect, high political pressure, the lack of motivation and lack of commitment and motivation were the key causes of headteacher attrition in Nepalese schools.

Practices in Integrating Workplace Learning into Upper Secondary Education

In recent years, Estonian employers, upper secondary schools, and other stakeholders have devised various new collaborative measures to effectively integrate workplace learning (WPL) and school education. These efforts are aimed at enhancing the key competences of students. However, the educational purpose and effectiveness of the various initiatives are unknown. The main aim of this research is to explore what kinds of practises are applied in Estonian upper secondary schools to integrate formal education and WPL, and the experiences and requirements of schools and employers in this area. The empirical study is based on individual and focus group interviews conducted with upper secondary school teachers, head teachers, and employers. A phenomenological approach and inductive thematic analysis were used to examine current practises. The results of the study show that workplace learning is integrated into school learning mainly for the development of key competences and career competencies. An important part of the learning process is reflecting on experiences implemented via institutional cooperation. In core or foundation subjects, especially STEM subjects, the topics of work life or recognition of work experience are rarely encountered in school.

Examination of the Influence of Equity on the Implementation of Child Friendly School Program in Public Primary Schools in Laikipia East Sub-County, Laikipia County, Kenya

A child friendly school is one that recognizes and nurtures the achievements of children’s basic rights. The purpose of a Child Friendly School program is to move schools and education systems progressively towards quality standards, addressing all elements that influence the well-being and rights of the child as a learner and the main beneficiary of teaching, while improving other school functions in the process. Child friendly school programme was rolled out on national scale in 2011. Since its inception not much effect has been realized on its implementation. This study therefore sought to examine the influence of equity on the implementation of child friendly school program in public primary schools in Laikipia East Sub-County, Laikipia County, Kenya. The study utilized qualitative and quantitative research methods in order to realize this objective. Descriptive survey design was adopted in conducting this study. The study targeted a total population of 6400 from public primary schools in Laikipia East Sub County of which a sample size of 361 was selected using multistage sampling techniques. The main tools for collecting data in this research were questionnaire with open-ended and close-ended items. The researcher sought expert opinion of the specifically with regard to content validity of the instruments. Data collected was standardized using various control measures, including checking for completeness and consistency before the data entry process. Data was analyzed by use of SPSS (Statistic Package for Social Sciences) computer software version 22.0. Thereafter, the data was analyzed using descriptive and inferential statistics. Descriptive statistics included frequencies and percentages. The inferential statistics was Pearson product moment correlation. The results of the data were presented in form of tables. The study findings revealed that; implementation of child friendly school program was strongly and positively correlated with equity at a coefficient of 0.571, school feeding program by a coefficient of 0.682 and inclusive classroom by a coefficient of 0.811, no equity in resources among most schools (48%), punishment for indiscipline pupils was however done fairly according to the rules and regulation (60%), all pupils sit for the same examinations and marked fairly (76%). most schools do not have adequate food feeding program for pupils with special needs and most schools neither have enough teachers trained to handle inclusive education nor adequate teaching resources and learning resources for special needs education (67%). The study recommends that School head teachers should collaborate with relevant stakeholders to promote equity in school provisions and governance. Schools should also put emphasis on the training and development of its human resources on inclusive education. The study recommends further studies on the influence of trade unions such as KNUT and KUPPET in the implementation of child friendly school programme in public primary schools.

The Supervisory Dilemma: Head Teachers' Struggle for Effective Instructional Leadership of Secondary Schools in District Dir Lower, Khyber Pakhtunkhwa, Pakistan: A Management Approach for School Leadership

This study aims to find out the issues and challenges of instructional supervision faced by principals of government secondary schools in Dir Lower, Khyber Pakhtunkhwa. A quantitative survey research design was used to conduct this study. Based on literature review five key themes (challenges) were identified. Using these five themes, a 28 items survey questionnaire was developed based on literature review and expert opinion and used to collect data from head teachers regarding the issues and challenges hindering instructional supervision in government secondary schools. Data were collected from 128 head teachers based on total population sampling technique comprising 75 males and 54 females in the district. Factor analysis was conducted to validate the factor structure of the scale. The collected data was analyzed using mean scores, standard deviation, correlation and linear regression analysis. Based on analysis, all the five hypotheses were accepted giving evidence that these challenges such as lack of training, lack of staff, incentives and authority, financial resources and political interference affected the instructional supervision of head teachers of secondary schools in district Dir Lower, Malakand Division. Based on the study it is recommended that there may be proper training for head teachers, provision of staff and financial resources to schools. The head teachers may be empowered to carry out daily school activities without any political interference.

Pedagogical Gaps and Teachers’ Performance in Public Secondary Schools

Newer instructional materials using latest technologies, and trainings are conducted to address problems and improve teachers’ performance as it serves as the integral part of students’ success, very little research exists on the main pedagogical gaps, challenges, and issues of public high school teachers which affect their performances. This study determined the dominant pedagogical gaps and its relation to the performance of secondary school teachers in Daet North and South Districts Public Secondary Schools in Camarines Norte. The study utilized a quantitative method using a descriptive-correlation research design through a purposive sampling approach. An adapted survey questionnaire from the Individual Performance, Commitment, and Review Form or IPCRF was used as a tool. Data was obtained from 58 respondents including the school heads, head teachers, and master teachers of 5 high schools of Daet district. The retrieved data were treated statistically using frequency count, percentage technique, weighted mean, and Somers’ Delta Correlation Coefficient (d). Findings revealed that in 3 KRAs of IPCRF, majority of teachers received the outstanding rating in their performance. Overall indicators in content knowledge and pedagogy, learning environment and diversity of learners and curriculum and planning area had an interpretation of “Never a Gap”. The performance rating of teachers using the results of their IPCRF lack a significant relationship between their pedagogical gaps except the gaps and performance rating on learning environment and diversity of learners’ level. The result suggests that as most public secondary school teachers obtained an outstanding performance in their IPCR, a sustainability plan in maintaining their excellent performance may be implemented and a training-workshop for public secondary school teachers may be conducted focusing on the educational setting and managing diverse learners and other teaching and learning issues that need more attention and improvement.

Teachers' Perceptions Regarding the Effect of Instructional Leadership Practices of Primary School Head-teachers on Teacher Effectiveness

Teachers' Perceptions Regarding the Effect of Instructional Leadership Practices of Primary School Head-teachers on Teacher Effectiveness

An Analysis of Instructional Leadership Practices of Primary School Head-Teachers on Teacher Effectiveness: A Qualitative Study of Teachers' Perceptions

An Analysis of Instructional Leadership Practices of Primary School Head-Teachers on Teacher Effectiveness: A Qualitative Study of Teachers' Perceptions

Redefining Leadership: The Role of Spirituality and Motherhood in Muslim Women’s Educational Leadership

This study explores the perspectives and experiences of three Muslim female headteachers in Islamic schools in England, each with over twenty years of experience, to understand how they perceive and negotiate their leadership roles. Using Allama Muhammad Iqbal’s theory of agency and structure, nine semi-structured interviews were conducted in three phases: 2010–2012, and 2018–2020. The rich longitudinal data, despite the limited sample size, provided an in-depth understanding of emerging themes around Muslim women’s leadership in British Islamic schooling. Analysis reveals that these headteachers conceptualise leadership through the Islamic principles of imāmah (spiritual leadership), qiwāmah (guardianship), and amānah (trusteeship), emphasising ethical responsibility, continuous learning, and service-oriented leadership. Their leadership within this framework is neither submissive to men’s authority nor rivalling it but acts as an autonomous agency through the Tawḥīdi (Oneness of God) theological framework and akhlāq (ethical framework), defending chosen values within the Ibādah (worship; acts of devotion to God alone) context. Motherhood is seen as intrinsic to their leadership, with nurturing, guiding, and supporting roles extending from home to school, challenging the dichotomy between private and public spheres. This paper contends that the current educational leadership models are predominantly Western, failing to capture the unique experiences and perspectives of female Muslim leaders who reject framing their perspectives within feminist parameters. Advocating a decolonised approach, centring these women’s coherent religious conceptual frameworks, the study suggests that these leaders’ practices offer a unique perspective on educational leadership, blending spiritual, ethical, and communal responsibilities, and calls for further research to explore the identified themes in broader contexts.