Basic School Students’ Learning Outcomes Through Leadership Practices: Prospects of Effective Collaboration Between the University of Education and Basic Schools in Six Districts/Municipalities in The Central Region of Ghana

Abstract

The study investigated the collaboration between basic schools and the University of Education, Winneba through leadership practices for the purpose of improving learning outcomes in six districts/municipalities in the Central Region of Ghana. The researchers used concurrent triangulation mixed-method design. Questionnaire and interview guide were used as the research instruments to collect data from heads and teachers of basic schools in six districts/municipalities, and the Heads of Departments directly linked to basic education in the University of Education, Winneba. They employed a multi-stage sampling technique to select a sample size of four hundred and one (401) for the study. It was found that generally, basic school heads had a sense of shared leadership. They subscribed to visionary and transformational leadership styles, and teachers’ perceptions of their styles were positive. It was also observed the heads of the basic schools encountered numerous challenges which impede quality learning and the desired learning outcomes. Based on the findings of the study, it was recommended that school leadership could create opportunities for regular interactions with all stakeholders such as the past students, district assemblies and the Universities. The University of Education, Winneba could develop a policy to regularly engage basic schools in their catchment areas which would inure to their mutual benefit.