Operationalizing Teacher Problem-Solving: The Mediating Role of Strategic Objectives in Translating Instructional Leadership Aims

This study investigated the structural relationship between instructional leadership and teacher problem solving in Ghana using a sample of 840 respondents. Through Path Analysis, the research examined how instructional leaders’ aims influence their objectives, and the extent to which these aims and objectives influence teachers’ problem-solving skills, further exploring the mediating role of objectives. Findings revealed that instructional leadership aims significantly drive school objectives. While both aims and objectives predict teacher problem-solving skills, results confirm a full mediation model: a leader’s vision only enhances teacher skill when systematically translated through specific, supportive objectives. The study concludes that instructional leadership acts as a nexus between national goals and classroom challenges. It recommends that the Ministry of Education prioritize instructional leadership over administrative inspection, ensuring headteachers effectively transform noble educational aims into measurable school objectives and resilient teacher problem-solving competence in school.

Instructional Leadership, Educational Aims, School Objectives, Teacher Problem-Solving

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