EFFECTS OF STAFF TRAINING PROGRAMMES ON THE PERFORMANCE OF SCHOOL IMPROVEMENT SUPPORT OFFICERS IN TAMALE METROPOLIS

Abstract

This study investigates the impact of staff training programs on the performance of School Improvement Support Officers (SISOs) in the Tamale Metropolis, focusing on the effectiveness of training, its frequency and quality, challenges in design and delivery, and strategies for improvement. Guided by the interpretivist philosophy and employing a case study research design, qualitative data were collected from a census of all 15 SISOs through semi-structured interviews and focus group discussions. Thematic analysis was used to uncover critical insights into SISOs’ experiences and perceptions. Key findings indicate that existing training programs are insufficiently tailored to meet SISOs’ diverse needs, with a lack of differentiation in content and inadequate duration of sessions. Respondents emphasized the need for extended training periods, residential formats for immersive learning, and context-specific training. Practical issues, such as logistical support and motivational incentives, emerged as critical factors affecting participation and engagement. The study underscores the importance of addressing these gaps to enhance training effectiveness and, by extension, SISOs’ performance. The findings provide recommendations for policymakers and stakeholders, including the adoption of longer, tailored training programs, provision of logistical support, and implementation of motivational strategies. These measures aim to improve SISOs' capacity to effectively carry out their roles, contributing to the broader goal of enhancing school outcomes. Future research could explore the long-term impacts of such improvements on educational performance in similar contexts.