School improvement depends not only on identifying performance problems but also on determining which leadership strategies are most likely to strengthen teaching and learning in context. This study examined leadership strategies that can improve students’ academic performance at St. Michael’s Senior High School in Birim North District, Ghana, and assessed the relative importance of school based improvement strategies identified by students. The study adopted a quantitative approach and an ex post facto design. A sample of 285 Form 2 students was selected from a population of 1,100 students through lottery sampling. Data were collected using a structured questionnaire with a Cronbach’s alpha reliability coefficient of .84 and analysed through frequencies, percentages, weighted mean indices, and standard deviations. The findings showed that the highest ranked improvement strategies were the organisation of educational field trips, provision of training for teachers and the headmaster, adequate supply of teaching and learning materials, and building cordial relationships among teachers, the headmaster, and students. Other relevant strategies included varying leadership style, respecting teachers’ views in decision making, delegating responsibilities, training teachers to accept supervision, conflict resolution, and establishing a disciplinary committee. The study concludes that students perceive school improvement as a whole school leadership task rather than a narrow administrative function. Effective improvement strategies in this context combine instructional support, experiential learning, resource provision, positive relationships, participatory leadership, and behavioural order. The study contributes context specific evidence from Ghana and shows that academic improvement is most likely when school leaders combine accountability with support, resources, collaboration, and learner centred strategies.
Keywords: : Academic Performance, Ghana, School Improvement, Senior High School, leadership strategies, student perceptions
