Abonyi U.K.
3 Publications in AERD
Author Publications
Export PDFHeadteachers’ Instructional Leadership Practices: A Comparison of Public and Private Basic Schools in Two Selected Districts in Ghana
By Ansaah E.
This study compared headteachers’ instructional leadership practices in public and private basic schools in two selected districts in Ghana. The study used a quantitative cross-sectional survey design and a simple random sampling technique to invite 336 teacher participants. The research utilized the teacher version of Hallinger and Murphy’s Principal Instructional Management Rating Scale (PIMRS) as the research instrument and descriptive statistics and multivariate analysis of variance (MANOVA) as analytical tools. Results showed that headteachers in private basic schools enacted instructional leadership functions significantly higher than their counterparts in public basic schools. Among other things, headteachers in private basic schools framed and communicated school goals, supervised and evaluated instruction, monitored student progress, protected instructional time, and promoted teacher professional development significantly higher than headteachers in public basic schools. As the government of Ghana hopes to improve learners’ academic achievements in public basic schools, the study recommends that pragmatic strategies that could improve the instructional leadership practices of the headteachers should be implemented. © 2024 Taylor & Francis Group, LLC.
Motivations of pre-service teachers in the colleges of education in Ghana for choosing teaching as a career
By Abonyi U.K.
This study investigated the motives of pre-service teachers for choosing teaching as a career from one college of education in Ghana. Employing descriptive survey design, the study randomly invited 300 pre-service teachers to participate in the study. Findings from the study showed that pre-service teachers chose teaching as a profession due to their desire to shape the future of children and adolescents, prior teaching and learning experiences, to enhance social equity and perceived teaching ability. The study further showed that female preservice teachers rated job security, time for family, shape future of children and adolescents, and work with children and adolescents significantly higher than males. Also, pre-service teachers who reside in rural areas rated perceived teaching ability and intrinsic career value significantly higher than those who reside in urban areas. It is recommended that authorities at the colleges of education need to attend to excellence in teacher education and optimize support structures to promote and sustain preservice teachers’ positive teaching motivations and behaviours. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Exploring instructional leadership practices of leaders in Ghanaian basic schools
By Abonyi U.K.
In the past decade learning outcomes in public basic schools in Ghana have fallen far below the targets of the Ministry of Education as less than a third of primary school children reach proficiency in English or in Mathematics. In the wake of this low performance, there has been a call for the professionalization and strengthening of instructional leadership in Ghanaian basic schools to facilitate effective teaching and learning. Employing qualitative research strategy through interviews, this study sought to investigate instructional leadership practices of 14 school leaders in the basic schools of one educational district of Ghana. The study found limited shared instructional leadership aimed at improving instruction. It seems instructional leadership was related to managerially focused idiosyncratic teaching and learning practices underpinned by behaviourism. Head Teachers had entrenched a leadership culture driven by central policies and expectations.
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