The successful incorporation of the Leadership for learning (LfL) principles in two poor urban basic schools in Ghana: contribution to inclusive and equitable quality education

This interpretivist qualitative case study examines and develops an in-depth understanding of the underlying drivers to the successful incorporation of the LfL principles in two basic schools and their contribution to... [ view full abstract ]

This interpretivist qualitative case study examines and develops an in-depth understanding of the underlying drivers to the successful incorporation of the LfL principles in two basic schools and their contribution to delivering quality leadership, teaching and learning in Ghana. While there has been growing insistence on inclusive and equitable quality education, its effective and sustainable implementation has remained a challenge because of myriads of factors including poor school leadership, teaching and learning. It was in the context of improving the quality of leadership and learning that the LfL intervention was introduced to public basic schools across Ghana in 2009. Leadership for learning is an educational theory and practice which aims primarily at capacity building and increasing quality education delivery through its five explicit principles: dialogue which maintains a focus on learning, creates the conditions that favour learning, and promotes shared and accountable leadership. Ghana Education Service (GES), implementer of Government’s education policies, adopted these principles and through them formulated the 2010 and 2013’s Headteachers Handbooks for national use. Research evidence also indicated that the principles were well received in schools and were impacting positively on the quality of leading, teaching and learning. However, evidence was lacking concerning the actual daily processes driving the improvement. It was primarily this gap, among other factors, which led to this research.

With series of semi-structured interviews with 62 participants (including headteachers, teachers, pupils and parents), 4 focus group discussions, observations, and documentary analysis, I gathered data on the participants’ perceptions about the LfL principles, how they practised them and the concomitant effects, and factors which promoted or inhibited their incorporation and sustenance. Inductive and deductive analysis of the data revealed that the participants clearly understood the principles according to their contextual realities and in their duties as both learners and leaders they used them as reminders and revelations for positive change. Through the mantra of “we can do it and do it well” they collaborated to dialogue, share talents, co-own the leadership, teaching and learning activities. Data identifying the actual processes underlying the positive improvements can be added to the pool of knowledge, or used by policy makers, and can be shared as a very good catalyst to spur similar experiences in other schools.