Influence of Head-Teachers’ Instructional Supervision Practices on Teacher Performance in Primary Schools in Ghana: An Integrated Theoretical Model

Robert Akpalu, Jeanette Owusu, Emmanuel Ayisi and Peter Agyekum Boateng
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Robert Akpalu: School of Education, Valley View University, Ghana
Jeanette Owusu: School of Business, Valley View University, Ghana
Emmanuel Ayisi: School of Education, Valley View University, Ghana
Peter Agyekum Boateng: School of Business, Valley View University, Ghana

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 151-159

Abstract: Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing student outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to improved teacher performance, which directly impacts student learning and achievement (Namudhiba & Ssendagi, 2024). Despite its importance, the implementation of instructional supervision in Ghana faces significant systemic challenges. Resource constraints, such as insufficient instructional materials and overcrowded classrooms, hinder head-teachers’ ability to conduct meaningful supervision. Additionally, limited professional development opportunities for head-teachers undermine their capacity to adopt modern supervisory practices that could elevate teaching quality (Kusi et al., 2019; Mensah et al., 2020). The lack of consistent policy frameworks further exacerbates these issues, leaving head-teachers without the necessary guidance and support to execute their roles effectively (Msuya & Mwila, 2023).

Date: 2025
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