Bridging the divide: Cultivating collaborative leadership in a rural Ghanaian school

Kwame Anokye, Abigail Okyere Darko, Edmund Kude Diderutua, Jemima Boateng, Helina Boansi Apea, Afia Agyeiwaa, Abdul-Jalil Halid, Ivy Betur Naaso and Basil Wepadam Awiah

Evaluation and Program Planning, 2025, vol. 112, issue C

Abstract: This study examines administration-faculty relationships at Chiana Senior High School (SHS) in Ghana, highlighting challenges in communication, cultural sensitivity, decision-making, and professional development. Using a mixed-methods approach, findings reveal that 75.6 % of faculty feel their concerns are unaddressed while communication channels exist. In absence of cultural sensitivity training, many (73.2 %) suggested that cultural diversity influences decision-making and conflict resolution. Among faculty members, majority (54.9 %) is involved in decision-making, with most (92.7 %) of them without access to adequate resources. The study’s novelty lies in its application of transformational leadership and participatory decision-making theories in a rural Ghanaian context, addressing an underexplored educational landscape. Although limited to one institution, it provides crucial insights for improving administration-faculty collaboration. Recommendations include enhancing communication, fostering participatory decision-making, and expanding cultural sensitivity training to create a more inclusive educational environment.

Keywords: Administration-faculty relationships; Communication barriers; Cultural sensitivity; Decision-making participation; Professional development; Transformational leadership; Rural education (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:112:y:2025:i:c:s014971892500103x

DOI: 10.1016/j.evalprogplan.2025.102636

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