Qualitative Insights into School Improvement Practices: Stakeholder Perceptions in Ghanaian Junior High Schools

Authors

Mark Quansah Dr., University of Education, WinnebaFollow
Emmanuel Erastus Yamoah Dr, University of Education, WinnebaFollow

Abstract

This study aims to explore diverse perspectives on strategies for enhancing academic performance in Ghanaian Junior High Schools (JHSs). Recognizing the importance of context and stakeholder input, the research investigates the perceptions of teachers, headteachers, and school improvement support officers (SISOs) regarding effective school improvement practices. The study examined two Ghanaian districts using a qualitative case study design within an interpretive paradigm. Purposive sampling with maximum variance was used to target 20 participants, including 10 teachers, five headteachers, and five SISOs. Semi-structured interviews were used for data gathering, and the results were subjected to thematic analysis to find trends and common viewpoints. JHS performance thrives on a four-pronged approach: well-equipped schools, empowered teachers, engaging lessons, and a supportive community. Inadequate funding, limited technology, and community challenges, however, pose hurdles to progress. This study surpasses static analyses of JHS performance by amplifying stakeholder voices and advocating for context-specific solutions. Recognizing the unique needs of individual contexts, it champions tailored interventions – not one-size-fits-all approaches. This study promotes an "ecosystem of action" for sustained growth across different JHS environments by providing school leaders with practical solutions for stakeholder collaboration, parental involvement, and teacher motivation.

Keywords

stakeholder perspectives, performance improvement strategies, collaboration and engagement, contextualized approach, qualitative model, public junior high schools, case study

Author Bio(s)

Mark Quansah is a lecturer at the Department of Educational Administration and Management, University of Education, Winneba, Ghana. His research interests are in education leadership, school management, and teacher education. Please direct correspondence to quansahmark@yahoo.com

Emmanuel Erastus Yamoah is the Vice Dean of the School of Business at the University of Education, Winneba, Ghana. His current research interests are in educational management, human resource management, and strategic management. Please direct correspondence to eeyamoah@uew.edu.gh

Acknowledgements

In Ghana's Gomoa West and Central districts, teachers, headteachers, school improvement support officers, and district education directors are among the education stakeholders whose help and collaboration the writers acknowledge. Your diverse contributions to the accomplishment of this study are much appreciated. We would also want to thank the anonymous peer reviewers for their great and helpful comments, which helped make this paper acceptable and publishable.

Publication Date

12-1-2024

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2024.6997

Recommended APA Citation

Quansah, M., & Yamoah, E. E. (2024). Qualitative insights into school improvement practices: Stakeholder perceptions in Ghanaian junior high schools. The Qualitative Report, 29(10), 2658-2682. https://doi.org/10.46743/2160-3715/2024.6997

ORCID ID

0009-0008-5015-5162