Teacher Transition to Headship: Understanding the Dynamics in Public Basic Schools in Effutu Municipality

Sarah Vivian Davis Chintoh and Evelyn Obeng-Afari
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Sarah Vivian Davis Chintoh: Department of Educational Administration and Management University of Education, Winneba School of Education and Life-Long Learning
Evelyn Obeng-Afari: Department of Educational Administration and Management University of Education, Winneba School of Education and Life-Long Learning

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 1168-1187

Abstract: The study examined the dynamics of teacher transition to headship in public basic schools in the Effutu Municipality. The concurrent mixed method design was employed in this study and data was gathered using a questionnaire and semi-structured interview guide. Expert sampling technique (headteachers), proportionate stratified random sampling (teachers at the rank due for headship) technique used to select 116 (73 teachers at the rank due for headship and 40 headteachers and 3 SISO’s) with 109 respondent rate representing (93.96 % respondent rate) from the target population of 183 professionals (48 headteachers, 95 teachers at the rank due for headship including assistant headteachers, and 40 education officers (SISO’s). Criterion sampling technique was used to select twelve (12) respondents for the purpose of generating qualitative data. Data was collected using close ended questionnaire and semi-structured interview guide. Quantitative data were analysed using the statistical package for social sciences (SPSS) and result presented in the form of descriptive statistics using means, percentages and frequency counts. Four levels of coding (open or initial coding, focused coding and category development, axial and thematic coding and development of theoretical concepts) were used to analyse the qualitative data. Findings from the study show the transition process of headteachers is poorly structured and characterized by bias in the selection process, unpreparedness of aspirants, and lack of training programmes for selected applicants. The study also established that challenges with material resources in addition to deficiencies in administrative and managerial skills among headteachers compromise their role performance. Based on the findings, the study recommends that the Effutu Education Directorate should organize pre and post training programmes for headteachers when they are appointment and also provide them the needed material resources to function.

Date: 2025
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