CONTRIBUTION OF HEADTEACHERS’ MANAGEMENT PRACTICES ON THE ACADEMIC PERFORMANCE OF BASIC SCHOOL LEARNERS’ IN SOME SELECTED JUNIOR HIGH SCHOOLS IN THE TAMALE METROPOLIS

Abstract

This study explores how headteachers’ management practices influence the academic achievement of learners in selected public junior high schools within Tamale Metropolis. It looks at particular practices, their effects on learning outcomes, and implementation issues. It is based on ideas of educational management and leadership. Within a pragmatic framework, a convergent parallel design was used in a mixed-methods approach. While questionnaires were used to collect quantitative data, headteachers and teachers were interviewed to obtain qualitative insights into their experiences and perceptions on learners’ academic performance. Using a census sampling technique, the study involved 100 participants, including 10 headteachers, 80 teachers, and 10 parents. The study focused on headteachers, teachers, and parents from ten chosen schools. Data collection methods included questionnaires, interviews, and observations, and analysis was done using descriptive statistics and thematic interpretation. The results show that head teachers use a variety of tactics, including collaborative decision-making, resource allocation, instructional monitoring, teacher professional development, and active parent and community participation. By improving instruction, encouraging discipline, and creating encouraging learning environments, these strategies have positive effects on academic achievement. Nonetheless, a number of issues were noted, such as poor instructional resources, high student-teacher ratios, a lack of financing, a lack of parental participation, and opposition to reform. These limitations prevent leadership initiatives from being fully effective. To address staffing and infrastructure shortages, the study suggests policy changes, more school-community collaboration, strategic resource mobilisation, and focused headteacher capacity-building programs. In public junior high schools, these strategies are crucial for raising academic achievement and management efficacy.