A Model For Effectve Leadership In Disadvantaged Rural Schools In Ghana

Document Type

Journal Article


Australian Council for Educational Leaders


Faculty of Education and Arts


School of Education / Edith Cowan Institute for Education Research




Norviewu-Mortty, E. K., Campbell-Evans, G. H., & Hackling, M. W. (2014). A model for effectve leadership in disadvantaged rural schools in Ghana. Leading and Managing, 20(1), 63-79. Available here


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.

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