A Model For Effectve Leadership In Disadvantaged Rural Schools In Ghana
Australian Council for Educational Leaders
Faculty of Education and Arts
School of Education/Edith Cowan Institute for Education Research
Driven by the moral need for a solution to the low academic standards in disadvantaged rural schools in Ghana, this research studied two high - achieving and two low - achieving disadvantaged junior high schools from the Saboba rural district using case study methods. Qualitative data were obtained through observation, interviews, and focus group meetings w ith 100 participants comprising principals, teachers, students, parents, local education officers and community leaders. A thorough analysis and interpretation of the data resulted in identifying seven essential properties of school effectiveness present in the effective disadvantaged schools and missing from the less - effective disadvantaged schools. These are: shared school vision; principals’ positive personal attributes; successful instructional and managerial leadership; thriving collegial leadership; dynamic school and community partnerships for recruiting resources; innovative physical and human resourcing; and emerging positive values. These were represented as a model that improves teaching and learning, and boosts learning outcomes in isadvantaged rural schools in Ghana.