The Missing Hub in the Wheel: Improving Ghanaian Basic Schools through Teacher Empowerment

Dandy George Dampson


The study adopted the explanatory sequential Mixed Method design approach. Using the proportional stratified random sampling technique, the study sampled 325 respondents made up of 260 teachers and 65 headteachers from the four categories of basic schools in the Central Region of Ghana for the quantitative phase of the study. Subsequently, 15 teachers and 5 headteachers from 4 categories of schools were sampled purposely for the qualitative phase of the study. Questionnaires and interview guides were used to collect data. The quantitative data were analysed using descriptive (Means and Standard Deviation) statistics whilst the qualitative data were analysed thematically. It was evident from the results that teachers in the improved and dynamic schools are highly empowered than their counterparts in the trapped and failing schools. The teachers in the trapped and failing schools missed elements of empowerment such as decision making, professional growth, status, self-efficacy, autonomy and impact. The study further found that teacher empowerment affects school improvement significantly. It is recommended per the findings that headteachers should invest in teachers the right to participate in the determination of school goals and policies and the right to exercise professional judgement the content of the curriculum and the means of instruction.

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Journal of Studies in Education ISSN 2162-6952


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