Abstract

Bu çalışmanın amacı, Gana eğitim sisteminin, eğitimde mükemmellik arayışın önündeki engelleri belirlemektir. Bir başka ifade ile Gana okul müdürlerinin mesleki gelişimi ve bu süreçte karşılaşılan sorunların üstesinden gelinmesi için öneriler geliştirmektir. Gana’da okul müdürlerinin öğrenme, öğretme ve öğrenci başarısındaki etkisi çok düşüktür. Gana’da okul yöneticileri, günlük rutin işlerde zamanlarının büyük bir kısmı harcamaktadırlar. Gana’da müdürlerin mesleki gelişimi ve eğitimi eğitim bakanlığı veya il milli eğitim müdürlükleri tarafından merkezi olarak hazırlanıp yürütülmektedir. Merkezden yürütülen hizmet içi eğitim çalışmaları oldukça yetersiz ve çoğu zamanda düzensiz, rastgele yapılmaktadır (Anamuah-Mensah, 2006). Ayrıca okul müdürlerinin atanmasında prosedürler ve atamalarında da yalnızca kıdemin esas alınması okul müdürlerinin etkililiğini düşüren en önemli sebeplerin başında gelmektedir. Bu bakımdan mesleki bilgi temelleri zayıf olan okul yöneticilerinin etkililiği de zayıf kalmaktadır (Godwyll 2008; Oduro, 2003). Bu çalışmada, il veya eğitim bakanlığa tarafından düzenlenen mesleki gelişim eğitimleri yerine okul temelli mesleki gelişimin esas alınması önerilmektedir. Bu çalışmanın sonucunda; okul merkezli mesleki gelişim, profesyonel öğrenme toplulukları anlayışı esas alınarak okul yöneticilerinin kapasitelerinin geliştirilmesinin öğrenci başarısı için daha yaralı olacağı sonucuna varılmıştır

Keywords

• Öğretim liderliği, mesleki gelişim, mesleki öğrenme toplumu, okul temelli mesleki gelişim

Challenges of Head Teachers as Instructional Leaders: A Ghanaian Perspective

Abstract

This paper identifies a limitation in the Ghanaian educational system, which is respected for its pursuit of excellence. Recommendations are offered for the remediation of the shortcoming that reflects an inadequacy in the professional development that is provided for the country’s head teachers. The significance of the shortcoming is that it influences instruction, learning, and student achievement in the country’s schools. Professional development for the head teachers has typically been organized by the Ghana Education Service, the operational office of the country’s Ministry of Education. The nationally-based endeavor tends to be delivered in a limited manner, which contributes to the unsystematic and ineffective development of the head teachers (Anamuah-Mensah, 2006). To make matters worse, the procedures, which are used to appoint and train the head teachers, are respectively seniority-based and ineffective. The outcome is head teachers, who are without the knowledge-base and skill-set that are needed to provide relevant instructional leadership and management (Godwyll 2008; Oduro, 2003). A proposal is offered to implement school-based, as opposed to the current district and regional-based, professional development. The school-based approach would be framed based upon the tenets of a professional learning community, with an ultimate objective of improving the capacity of the head teachers to provide leadership for student achievement (Bell & Stevenson, 2006; Hoyle, 1986)

Keywords

• Instructional leadership, professional development, professional learning community, schoolbased

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