Head Teachers Leadership Practices and School Culture Among Senior High Schools in the Kwahu-West Municipality (Published)
This study examined the effects of head teacher’s leadership practices on school culture using Senior High Schools in the Kwahu-West Municipality in the Eastern Region of Ghana. Data were collected from 230 respondents, comprising of school Heads, Teachers and non-teaching staff in five Senor High Schools in the Kwahu-West Municipality using questionnaire. The data collected was analysed using inferential statistics. The results of the analysis revealed that the key school cultures reported were the involvement of parents in school management and development of effective coordination among staff, parents and students. The study recommends that leadership of schools should be sensitive to the concerns of subordinates as this will result in positive school culture conducive for teaching and learning.
Keywords: School Management, leadership effectiveness, school culture, school development, school leadership
Head Teachers Leadership Practices and School Culture among Senior High Schools in the Kwahu-West Municipality (Published)
Citation: Asante A. E. and Ayikue M. A. (2022) Head Teachers Leadership Practices and School Culture among Senior High Schools in the Kwahu-West Municipality, British Journal of Education, Vol.10, Issue 3, pp. 16-24
Abstract: This study examined the effects of head teacher’s leadership practices on school culture using Senior High Schools in the Kwahu-West Municipality in the Eastern Region of Ghana. Data were collected from 230 respondents, comprising of school Heads, Teachers and non-teaching staff in five Senor High Schools in the Kwahu-West Municipality using questionnaire. The data collected was analysed using inferential statistics. The results of the analysis revealed that the key school cultures reported were the involvement of parents in school management and development of effective coordination among staff, parents and students. The study recommends that leadership of schools should be sensitive to the concerns of subordinates as this will result in positive school culture conducive for teaching and learning.
Keywords: School Management, leadership effectiveness, school culture, school development, school leadership
Influence of Community Transmission of Covid-19 on School Management in Enugu State, Nigeria (Published)
The study investigated influence of community transmission of COVID-19 on school management in Enugu State, Nigeria. Three research questions were formulated. The research design used was descriptive survey. The sample of the study was 334 respondents selected from the study area using simple and accidental random sampling techniques. The instrument used for the study was 16-items, modified rating scale questionnaire titled “Community Transmission and School Management Rating Scale (TSMRS)” was used for data collection. This instrument was duly validated by experts and its reliability estimate was established at .86 using Cronbach Alpha reliability method. Simple percentage, statistical technique was used for the study. The results showed that the provision of nose masks, hand washing soap and alcohol based sanitizers for the schools were above average in the study area. Based on the results, recommendations were made, among others, that the government should engage media organisations and the citizenry on media literacy to fight against the spread of inappropriate and infections information and government should endeavour tot structure special and comprehensive palliative programmes for citizens as alternatives.
Citation: Elechi Catherine Nkiru, Ukwuaba, Loretta Chika, Ph.D & Ekpenyong David Oboqua (2021) Influence of Community Transmission of Covid-19 on School Management in Enugu State, Nigeria, British Journal of Education, Vol. 9, Issue 10, pp.1-9,
Keywords: Community, School Management, Transmission, corona virus disease
Managing Schools with Migrant Learners: A Daunting Challenge for Rural School Principals at the Northern Outskirts of South Africa (Published)
The influx of undocumented and unaccompanied migrant learners in the rural schools of the District of Vhembe in Limpopo Province of South Africa is alarming. These learners come to South Africa with unique challenges. They are affected by socio-economic factors. They do not have identification documents. They are dogged by language barriers and are often victims of xenophobic attitudes. Their inclusion in the school system brings about new challenges to the school management teams. The study argues that effective management of school is a necessary pre-condition for addressing the educational predicament of migrant learners. As such, principals have the responsibility to manage their schools effectively and efficiently. A qualitative research was conducted at Tshipise-Sagole district to determine the extent to which principals address the educational challenges of migrant learners. Six schools with a significant number of migrant learners were purposefully selected. Data were collected through individual interviews with 6 school principals. Data were analysed thematically. The study revealed that managing schools with migrant learners remains a daunting challenge to principals. It is also revealed that principals as custodians of migrant learners play a vital role in addressing these difficulties. The study recommended that school principals should profile migrant learners’ needs and barriers in order to address them amicably and provide necessary support. Government support and involvement of various stakeholders are cited as very important aspects as this should be a shared responsibility.
Keywords: Inclusive Education, Migration, School Management, migrant learners
Time Flies: A Statement that Best Applies to School Principals (Published)
The purpose of this study was to investigate how do principals of a sample of private schools (N= 60) utilize and manage their time on daily-basis. A survey consisting of three sections attempted to collect data pertaining to demographic characteristics of participants, how they spend time on organizational/management tasks versus time expenditure on instructional tasks. SPSS 18.0 was used to analyze data. Results indicate that principals lacked basic time management skills and that the time they spent on organizational/management was far more than that they consumed on instructional tasks. Implications and recommendations are provided at the end of the stud
Keywords: Instructional Leadership, Principals, School Management, Time Management