Perspectives in school level planning and implementation for school improvement in Ghanaian Junior High Schools

Abstract

This study aims to explore diverse perspectives on school level planning and implementation for school improvement and their associated challenges in Ghanaian Junior High Schools (JHSs). The study being conducted in a single Ghanaian district employed a qualitative case study design within an interpretive paradigm. The study’s population consists of headteachers, teachers, School Management Committee (SMC) Chairpersons, school improvement support officers (SISOs), and a planning officer. From this population, a sample of 19 was selected employing the maximum variation variant of the purposive sampling technique. The sample includes 5 headteachers, 5 teachers, 5 SISOs, 1 planning officer, and 3 SMC chairpersons. Semi-structured interview guides were used for data gathering, and the data were subjected to thematic analysis. The study found that schools did not follow standardized planning and implementation procedures coupled with limited autonomy in planning, which affects the quality of plans developed by schools and the success rate of implementation. Furthermore, stakeholder commitment to planning and implementation emerged as a key challenge to the planning and implementation of school improvement programmes. Parents and SMC members had little time for the school and exhibited a feeble understanding of educational policies, which affected their level of participation in the school’s affairs. The study therefore recommends that Ghanaian Junior High Schools need to formalize their planning and implementation practices and learn to adopt best practices in implementation. Finally, the government needs to reduce its influence in the schools’ planning and implementation functions to make the schools more effective.