article · Journal of Education and Training Studies
Management development training for public senior high school heads plays a significant role in enhancing teacher performance in Ghana. An evaluation of training programmes shows that current offerings primarily resemble standard in-service training rather than internationally recognised best practices for leadership development. Despite these structural limitations, participation in management training enhances the administrative competence of school heads. This improvement in leadership capability positively influences classroom instruction, leading to better classroom management skills and enhanced performance among teaching staff. Strengthening these initiatives requires deliberate partnerships between national education authorities and tertiary institutions. Implementing structured on-the-job and off-the-job training schemes for both novice and experienced headteachers can reinforce educational leadership across the secondary school sector, thereby driving continuous improvements in teaching standards and institutional outcomes.
Strong school leadership directly affects the quality of classroom teaching. By demonstrating that training headteachers raises teaching standards and classroom management, this research shows educational authorities where strategic investments can have the greatest impact. Aligning domestic professional development programmes with international leadership practices offers a practical pathway to raising educational standards across public secondary schools.
The findings support the development of professional leadership curricula and executive training modules for school administrators. Potential users include education ministries, public school boards, and tertiary institutions offering certified education management courses. This initiative sits at an applied research stage, providing an empirical basis for universities and training providers to design and test structured on-the-job and off-the-job leadership programmes for secondary school headteachers.
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This study examined the quality of management development training (MDT) provided to public senior high school (SHS) heads and its impact on teacher performance in Ghana. The study is anchored on transformational leadership and human capital theories. The study employed an explanatory sequential mixed-methods design. Quantitative data were obtained from 280 public SHS teachers through structured questionnaires using simple random sampling. Qualitative data were collected via semi-structured interviews with seven purposively selected school heads and three district training officers. Additionally, document analysis was used to complement the data. Using SPSS (24.0), descriptive and inferential statistics were applied in analysing the quantitative data, while qualitative data were thematically analysed. The results indicated that the nature of MDT in Ghana was generally associated more with in-service training programmes, and was not fully in line with some of the best MDT practices around the world. It was also found that MDT programmes helped to improve school heads’ competence, and teachers developed effective classroom management skills and improved performance. The study concludes that an MDT for school heads is positively associated with teachers’ performance. It recommends that the ministry of education collaborate with tertiary education institutions to implement MDT for new and experienced heads, and use on-and off-the-job training methods to improve heads’ performance.
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DOI: 10.11114/jets.v14i4.8984
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