Perceived Effectiveness of Current Policies on School Leadership Appointments in Ghana

This study evaluated school leadership appointment policies in Ghana, especially their implementation process and its effect on school leadership effectiveness. Three objectives informed this study. These objectives included investigating current policies regarding the appointment of school leaders, measuring the effectiveness of the process of implementing such policies, and evaluating the effect of these policies on school leadership effectiveness. The positivist research methodology and quantitative research design were utilized in the study. In collecting data, this study used a structured questionnaire that was administered to 120 respondents including both GES staff and selected personnel from basic schools in Ghana. Proportionate stratified sampling technique was utilized in selecting the participants. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regressions using SPSS software. The study results showed that the policy context in which leadership appointment is made in schools is well-developed, easily available, and clear. Nevertheless, problems have been noticed in relation to policy familiarity amongst the actors involved and policy inconsistency in schools. In relation to the relationship between school leadership appointment policies and school leadership effectiveness, the results showed a positive correlation (R=0.557). Familiarity with the policy and policy consistency had the strongest correlation with leadership effectiveness. The findings showed that the policy context accounted for 31% of the variability in school leadership effectiveness. It is recommended that the Ministry of Education and the Ghana Education Service consider the following actions.

School leadership, appointment policies, policy implementation, Ghana Education Service, leadership effectiveness, education governance

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