The Effect of Teacher-Led School Aims and Objectives on Teacher Problem-Solving Skills in Ghana

Matilda Asafo-Adjei and Stanley K.M. Semarco
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Matilda Asafo-Adjei: Open University of Malaysia
Stanley K.M. Semarco: University of Media, Arts and Communication

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 2687-2706

Abstract: This study investigates the impact of teacher-led school aims and objectives on teachers’ problem-solving skills in Ghana, focusing on the mediating role of teacher-driven school objectives. Utilizing a quantitative research approach, data were collected from a sample of teachers across multiple schools. The findings reveal that teacher-led school objectives significantly influence teacher problem-solving abilities. However, teachers-led school aims showed otherwise. Additionally, teacher-led school objectives mediate the relationship between teacher-led school aims and teachers’ problem-solving skills in Ghana. This study provides new evidence highlighting how structured educational goals and objectives can mediate the relationship between school aims and teacher problem-solving abilities. This study contributes to the growing body of literature on educational leadership and its effect on teacher problem-solving skills, offering practical implications for policy-makers and educators seeking to enhance critical thinking and problem-solving skills through goal-setting initiatives in schools.

Date: 2024
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