Headteachers’ Curriculum Leadership Practices on Teachers’ Performance in Basic Schools in Ghana
Abstract
Curriculum leadership development is one of the most successful approaches for enhancing school teaching and learning outcomes. The study examined the impact of headteachers' curriculum leadership practices (CLP) on teacher performance in Ghana's public basic schools. CLP assessments included curriculum development and instruction, monitoring of teaching and learning, teacher development, classroom management and pupils' academic achievement. The study used a descriptive survey design. The sample size was 401, with 41 headteachers and 360 teachers chosen using census and stratified random selection techniques, respectively. The study's data were gathered using structured questionnaires. To answer research questions one and two, data was analysed by descriptive statistics. Multiple regression analysis was performed to investigate how headteachers' curriculum leadership practices affect teacher performance. The results show that headteachers have effectively and efficiently carried out their curriculum leadership tasks in schools. Also, results indicate that teachers in the municipality were found to have been very efficient in performing their duties. Further, headteachers’ curriculum leadership was found to have a statistically significant and positive effect on teachers’ performance. The study concludes that a strong working relationship between headteachers and teachers has contributed to pupils' academic success, attributable to the goal-oriented and diligent leadership of school heads. However, for curriculum leadership to significantly impact pupils’ performance, teachers must actively take ownership of the implementation process, with collaboration between headteachers and teachers. The study recommends that the government of Ghana and other key stakeholders in the educational fraternity ensure adequate resourcing for headteachers of public basic schools in order to help them continue to deliver on their mandate as curriculum leaders. Institutional arrangements should be revitalised to enhance monitoring and ensure regular training of headteachers
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