e-ISSN: 2716-2338
DOI: 10.12928/ijemi.v4i1.6862
1
Effects of Management Development Training for Public Senior High School Heads on Teachers’ Performance in Ghana
Francis Kwesi Nsakwa Gabriel-Wettey1*, Meier Corinne2
1Islamic Research School, Kasoa, Ghana
2University Of South Africa, Pretoria, South Africa
1* [email protected] , 2 [email protected]
Article Info ABSTRACT
Article history
Received December 7, 2022, Revised January 20, 2023 Accepted January 23, 2023,
Management Development Training (MDT) is central to every organization helping to attain institutional goals; improve effectiveness and efficiency, and create a dynamic entity.
The purpose of this study was to investigate the effects of MDT for public senior high school (SHS) heads on teachers’
performance in the Central Region of Ghana. A mixed methods approach (MMA) was adopted based on an explanatory sequential mixed methods design. Primary data were collected through a structured questionnaire distributed to 280 public SHS teachers using a simple random sampling technique. In addition, a semi-structured interview schedule was used to gather primary data from seven school heads and three district training officers (DTOs) using purposive and census sampling techniques, respectively. Document analysis was employed to access relevant secondary data. While-SPSS (24.0) was used in the data analysis process. The findings indicated that MDT programs improved school heads' competence, while teachers developed practical classroom management skills and reported performance. The recommendation is that Ghana’s government, through the Ministry of Education (MoE)/Ghana Education Service (GES), establishes a particular MDT institution- to focus solely on developing managerial and leadership skills in school heads, as well as assistant, newly appointed and “would-be” heads.
The MoE/GES should develop a comprehensive MDT policy that makes it compulsory for all new and practicing school heads to undergo such training before and after assuming office. The study concluded that MDT for school heads positively affects both heads’ and teachers’ performances.
Keywords: Management Development Training (MDT);
Scientific Management Theory (SMT); School Heads; Teacher performance; Transformational Leadership Theory (TLT).
1. INTRODUCTION
Effective management is evident where there is a continuous process which is indicative of the ability to plan, organize, direct, and control workers and diverse other resources in achieving the predetermined goals of the company/firm (Jones & George, 2018, p. 5). A`s a process, management can be specified as involving the following: (1) working towards achieving organizational goals and doing it both efficiently and effectively; (2) seamlessly
integrating different streams of work; and (3) making sure that the proper resources function in a manner which is planned, organized, and controlled.
Khan, Tayal, and Khalique (2015, p. 1) affirm that the essence of management lies in the optimal use of resources. Deriving the best from the available resource is a management process. It, therefore, stands to reason that a competent and well-qualified manager is needed to run an organization such as a secondary school effectively. It can be ensured through school heads attending management development training (MDT). The management of any educational institution – as it seeks to bring about change, growth, and development– can be facilitated through MDT (Kalpana, as cited in Yadav, 2014, p. 1). Rao (2010, p. 218) comprehensively defines MDT as a strategy of learning and growth in which managers increase their conceptual and analytical ability to manage by imparting knowledge, changing attitudes, or enhancing skills in a planned, ordered, and ongoing manner. It is the outcome of both academic and informal education and on-the-job experience. Its goal is to improve managers’ performance by providing them with stimuli.
Development (seeks) to provide people with the information and understanding they need to perform non-technical organizational responsibilities more effectively, such as problem- solving, decision-making, and interpersonal relationships.
MDT could thus be described as a strategic procedure for growth and development by which managers mature their managerial competencies. The ultimate objective of MDT is to facilitate and develop school heads’ conceptual and analytical abilities, skillsets, and attitudes needed to improve their managerial performance (Rao, 2010, p. 218). Thus, MDT can enhance leadership, management, and supervisory capabilities to plan, structure, lead and steer an institution and its staff. There is no doubt that teachers’ effective performance partly mirrors heads’ abilities. The seemingly poor performance of some teachers may be attributed to many factors, and the key among them may be inadequate heads of MDT.
In countries such as Hungary, Lithuania, and Slovenia, MDT is mandatory before becoming a head. Candidates must, for example, train in school management (Balansikat &
Gerhard, as cited in Suaka & Kuranchie, 2018, p. 34) and complete work experience. However, in Africa, the development of school heads is often lacking or informal (Bush & Oduro, as cited in Wekhuyi, 2014, p. 3).
Contextually, the GES, especially at the pre-tertiary level (basic- & secondary school), appoints school heads from among the teachers’ cohort (Donkoh, 2015, p. 11; Zame, Hope &
Repress, 2008, p. 35). Since heads are crucial to the development of schools, educational quality and standards are primarily dependent on the effectiveness of their managerial abilities (Aluko & Adan, 2015, p. 107; Ibukun, Oyewole & Abe as cited in Suaka & Kuranchie, 2018, p. 35). Ghana also has no well-established and mandatory MDTs for heads to complete before their appointment. Though some in-service training exists for heads and teachers once appointed to managerial positions (Bush & Oduro, 2006, p. 359; MoE, 2018a). Van der
Westhuizen and Van Vuuren (cited in Bouchamma, Basque & Marcotte, 2014, p. 19) contend that to distinguish between the roles of heads and that of teachers, separate and specialized MDT is required. It does not imply that a school head with MDT is more professional than a teacher– it merely distinguishes between their respective roles.
Despite the importance of their roles, most school heads in developing countries like Ghana are not being prepared (MDT) or appointed effectively (Bush & Oduro, cited in Suaka
& Kuranchie, 2018, p. 35; Lumby, Crow & Pashiardis, 2008, p. 85). Also, despite a succession of in-service training for SHSs heads, their performance remains poor, a sign of improper MDT procedure and its effect on teachers’ performance. Although several studies have been conducted on MDT (Donkoh, 2015; Suaka & Kuranchie, 2018), little research has been undertaken– to the best of the researchers’ knowledge– on the MDT for SHS heads. Further, previous studies analyzed data in either qualitative or quantitative methods; no mixed methods study has focused specifically on MDT for public SHSs heads. Therefore, this study investigated the effects of MDT on school heads of public SHSs on teachers’ performance; and suggested alternative strategies to make MDT effective at improving heads’ managerial duties in SHSs in the Central Region of Ghana.
On school heads’ MDT and its effects on teacher performance, training acts as a catalyst for dramatic shifts in teachers’ competencies to the extent of redefining their job description, broadening their perspective, and enhancing their attributes. As a result, teachers who receive training can become more systematic and rational in their teaching methods (Kazmi et al., as cited in Hervie & Winful, 2018, p. 4). A high level of performance improves the effectiveness and efficiency of any organization, allowing it to fulfill its objectives. According to Armstrong (as cited in Chiemeka-Unogu, 2018), the most obvious way of measuring what has been accomplished is to look at key performance indicators, such as productivity and motivation.
Further, some believe it is up to managers to increase their employees' morale and motivation by increasing their job satisfaction. Asare-Bediako (2013) states that employees tend to deliver when organizations offer suitable rewards. The goal of any reward system is to motivate employees and maintain behaviors and levels of output desired by an organization.
Teacher performance can be measured based on the core duties and functions for which they are responsible in conducting teaching and learning activities under the school head (Isjoni, Neni & Achmad, 2017; Isjoni & Afrianto, 2020, pp. 44–45). Hasbay and Altndag (2018, p. 1) found that management variables were the most important factors affecting teacher performance at the secondary school level, followed by working environment and remuneration. Their research findings suggested that when the performance of SHS teachers improved, it had a knock-on effect on school management, teachers, students, and parents.
It is clear that several factors affect teacher performance, but school head management (Wenno, 2017) stands out as an essential factor. For adequate performance to be realized, especially after heads have attended MDT programs, there must be a transfer of learning.
With regards to the relationship between school heads’ MDT and teacher performance, Olaniyan and Ojo (2008b) assert there is a clear link between the two variables. If employees were better trained or developed, they would be more content with their jobs and more dedicated, improving their performance. As employee performance improves, so will the organization's effectiveness (Champathes, 2006). If heads are well trained, they will enhance their teachers’ optimum performance and vice versa. The same training may also impact instructional performance (Amir & Amen, as cited in Ayalew, 2017, p. 25). If properly handled, all these variables may result in effective and efficient school performance.
Concerning MDT strategies to improve heads’ managerial duties and teacher performance, computer-based training is the first. Many organizations use technology as a training platform allowing for training to be delivered from various locations, both near and far.
Rivoltella (2014) identifies three vital roles of new technologies: helping heads envisage a new relationship with the market, enabling information sharing via the internet, and practicing e- management by researching and organizing teacher training.
Additionally, induction training can be used to make effective MDT for heads. New workers receive induction training to help them understand the organization’s operations, ideals, and difficulties. It also aids new employees in overcoming the anxiety that comes with learning a new functional responsibility.
Coaching/ mentoring is another strategy for improving heads’ MDT. This is a training method in which an experienced superior guides and trains subordinates. This might be as simple as the trainees observing the supervisor and showing them the ropes step by step (Ayalew, 2017, p. 17; Dessler & Varkkey, 2010). Coaching/ mentoring works successfully if the coach and the coaches are open up and communicate effectively (professional relationship).
Again, a needs assessment is useful for identifying an organization’s skills, knowledge, and talent base. It typically involves organizational, personal, and task analyses and aids in identifying areas where training programs can most effectively be implemented and with the greatest impact (Dahiya & Jha, as cited in Kassie, 2017, p. 17).
Figure 1 below is a conceptual framework showing the relationship between MDT for SHS heads and how this affects teachers’ performance based on Taylor’s Scientific Management Theory (SMT) (Taylor as cited in Bush, 2007) supported by the Transformational Leadership Theory (TLT) (Lamb, 2013, p. 9) with some modification. The researchers chose these theories because they advocate for the training and development of managers and teachers for better performance.
Figure 1. Conceptual framework of this study
The framework was derived from the theories and divided into four segments. The first rectangle at the top shows MDT theories. The direct effects of the theories on heads’ MDT strategies are the second rectangle. The theories, however, indirectly affect teacher performance (3rd rectangle). Given the theoretical framework, an SHS head’s MDT (4th rectangle) is deemed to influence teachers’ performance directly. Similarly, teachers’
performance directly affects the school's effective and efficient general performance.
Inferring from the model, MDT for heads may positively or negatively impact teachers’
performances and the school where they teach. The most critical purpose of a crucial manager and the organization should be to train and develop each individual; she/he may complete even the most challenging job to the best of his/her abilities (Sandrome as cited in Kayiwa, 2011, p. 10). Thus, when SHS heads receive MDT, they will enhance their teachers’
performance and vice versa. The purpose of this study was to investigate the effects of MDT on public senior high school heads on teachers’ performance in the Central Region of Ghana.
2. METHOD
A mixed methods approach was adopted for this study as it was deemed best to address the complexity of MDT for heads and its effect on teachers’ performance. This inquiry approach ensures that the findings reflect a breadth and depth of understanding (Creswell &
Plano Clark, 2018) of the chain of evidence that connects the effects of MDT for public SHSs heads on Ghanaian teachers’ performance and can be corroborated. Mixed methods sequential explanatory design was used for data- collection, and analysis of quantitative data, followed by the collection and analysis of qualitative data (Creswell & Creswell, 2018, p. 39).
The study’s population (680) was drawn from Effutu municipality, Awutu-Senya West, and Gomoa East districts and comprised all SHS heads, teachers, and GES office staff in Ghana’s central region. A sample size of 290 participants was deemed manageable, and the sites could be reached within the study’s time frame (Bryman, 2015, p. 229). 280 public SHS teachers were sampled using a simple random selection-providing an avenue for every group member to have a fair and equal chance of being selected (Sekaran & Bougie, 2016, p. 242).
Also, three DTOs were sampled using the census technique (Lavraka, 2008, p. 2). Finally, seven SHS heads were purposively sampled from the SHSs based on their proficiency and knowledge of the phenomenon of interest (Alvi, 2016, p. 176).
280 SHS teachers completed the structured questionnaire. Before that, the questionnaire was pilot-tested in the Awutu-Senya East municipality. The researchers believe the heads and teachers in that district share similar characteristics with those in the districts sampled for the larger study so that the researchers could fine-tune the instrument. 5-point Likert scale items of Strongly Agree (SA=5), Agree (A=4), Undecided (U=3), Disagree (D=2), and Strongly Disagree (SD=1) were used to gather data. Also, three DTOs and seven heads, in the second group, answered semi-structured face-to-face interview questions with qualitative sampling. The researchers obtained permission and an ethical clearance certificate from the GES offices and UNISA to conduct the research. Finally, documentary analysis was used to supplement the literature review and back the study findings. This assisted the researchers to establish accountability and consistency, by confirming what was said during the interviews and what was derived from the questionnaire data.
First, the quantitative data were gathered and analyzed, then the same was done to the qualitative data, to explain the quantitative findings. The two data sets were merged, and interpretation was done. (Creswell & Plano Clark, 2007, p. 137). The completed questionnaires by SHS teachers were analyzed quantitatively in 3 phases. First, data were entered into Microsoft Excel software; next, data were analyzed using SPSS version 24.0; and finally, analyzed descriptive data were displayed in charts, frequency, and percentage tables.
Inferential statistics such as t-tests, Univariate, ANOVA, Cronbach’s alpha, and correlation tests were used to examine the relationships between the research variables. Descriptive analysis aided the researchers in concluding the phenomenon under study by critically probing the numerical data.
Using the thematic approach, transcribed qualitative data were distilled into themes by coding and condensing the codes (School heads: SH1-SH7 & District training officers: DTO1- DTO3) before debating them. The results from the field interviews were classified according to sub-themes in MDT, developed from the literature, and these corresponded to themes revealed by the study through questionnaires. The six-step process: (1) familiarisation, (2) coding, (3) generating, (4) reviewing, (5) defining and naming those themes, and (6) writing
up the findings with some modifications was followed (Caulfield, 2019). Covid-19 safety protocols, as laid down by the country’s health experts, were followed.
3. RESULTS AND DISCUSSION 3.1 RESEARCH RESULT
Exploratory and Demographic Data Analysis
Table 1. Summary Statistics on Respondent Attributes (n = 280)
Variable Group Frequency %
Gender
Male 151 53.9
Female 129 46.1
Total 280 100
Education
Master’s 80 28.6
First degree 161 57.5
PGDE 33 11.8
HND 6 2.1
Total 280 100
Teaching experience
1–5 yrs 23 8.2
6–10 yrs 73 26.1
11–15 yrs 101 36.1
15+ yrs 83 29.6
Total 280 100
Nature of MDT
On-the-job training 70 25
Off-the-job training 34 12.1
In-service training 155 55.4
Further studies 21 7.5
Total 280 100
Forms of MDT
Seminars & workshops 122 43.6
School-based INSET 113 40.4
Training on personal/career development 41 14.6
Coaching/mentoring 4 1.4
Total 280 100
Source: Questionnaire data, 2020
As indicated in Table 1, 54 percent (n = 151) of the respondents were men, and 46 percent (n = 129) were women. In terms of education, 28.6 percent (n = 80) had a Master’s degree; 58 percent (n = 161) had a first degree; 11.8 percent (n = 33) had a PDGE (Postgraduate Diploma in Education); and 2.1 percent (n = 6) had an HND (Higher National Diploma). In terms of experience, eight percent (n = 23) had worked for 1–5 years; 26 percent (n = 73) for 6–10 years; 36 percent (n = 101) for 11–15 years, and 30 percent (n = 83) 15+ years.
In addition, 25 percent (n = 70) had received on-the-job training (OJT); 12 percent (n = 34) off-the-job training (OFJT); 55 percent (n = 155) had received in-service training, and eight percent (n = 21) had completed further studies. MDT in Ghana consists mainly of in-service training. Finally, 44 percent (n = 122) of the respondents had attended seminars and workshops; 40 percent (n = 113) had received school-based in-service training (INSET); 15 percent (n = 41) had received training on personal career development, and one percent (n
= 4) had received coaching and mentoring. Hence, seminars and workshops, as well as school-based INSET, were the dominant forms of MDT. Table 2 summarizes the effects of MDT programs for school heads on teachers’ performance.
Table 2. Summary Statistics of the Effects of MDT for Heads on SHS Teachers’ Performance (n = 280)
Variable
Mea
n SD Through SHS heads’ management development training (MDT), teachers
have become highly motivated and committed, hence improving work
output 4.25 0.81
Through SHS heads’ MDT, teachers have developed effective classroom
management and enhanced their performance in class 4.28 0.74 Through SHS heads’ MDT, teachers have developed effective lesson
planning and delivery strategies, hence high student performance 4.27 0.69 Through SHS heads’ MDT, teachers learn how to supervise students, hence
improving students’ discipline and performance 4.26 0.72
Through SHS heads’ MDT, teachers have improved their time management
skills, which helps to improve their performance 4.24 0.82 Source: Questionnaire data, 2020
In Table 2, the average statistics represent the degree to which a participant agreed with the variables. Since the maximum and minimum scores of the measurement scale were 5 and 1 respectively, mean scores closer to 5 show that a variable represents a role associated with MDT. Such a role can be interpreted as, or equated to, the effect that school heads’ MDT had on SHS teachers.
As is evident, all items in the table produced relatively high mean scores since every mean score was close to 5. “Through SHS heads’ MDT, teachers have developed effective classroom management skills and enhanced their performance in class” – this statement produced the highest mean score (Mean = 4.28; 0.74), followed by “Through SHS heads’ MDT, teachers have developed effective lesson planning and delivery strategies, hence high student performance” (Mean = 4.27; SD = 0.69). The lowest mean score was produced by
“Through SHS heads’ MDT, teachers have improved their time management skills, which helps to improve their performance” (Mean = 4.24; SD = 0.82).
These statistics indicate that all the variables, performance, and classroom management of SHS teachers in the table improved, and their ability to plan and deliver lessons was better. Table 3 shows the descriptive statistics used to examine the data distribution. The Shapiro-Wilk test (Shapiro & Wilk, 1965), which is commonly used to determine whether data are normally distributed, is also shown in the table.
Table 3. Univariate Assessment of Normality of the Data
Variable Mean
SD Skewness Kurtosis Shapiro-Wilk’s test
Stats SE Stat
s SE Stat
s SE Stats P
On-the-job training
12.2 5
0.0 9
1.5 6
- 0.61
0.1
5 0.85 0.2
9 0.94 0.054 Off-the-job training
11.5 8
0.1 0
1.7 4
- 0.12
0.1 5
- 0.73
0.2
9 0.96 0.321 Further
studies/education 8.10 0.0 8 1.3
8 -
0.44 0.1
5 -
0.30 0.2
9 0.92 0.099 SHS association training 7.83 0.0
9 1.4
4 -
0.30 0.1
5 -
0.28 0.2
9 0.93 0.111 Financial management 12.8
1 0.0 9 1.4
8 -
0.53 0.1
5 0.22 0.2
9 0.93 0.209 Academic management
17.0 5
0.1 0
1.7 5
- 0.88
0.1
5 1.02 0.2
9 0.92 0.191 HRM
17.1 4
0.1 0
1.6 5
- 0.32
0.1
5 0.33 0.2
9 0.95 0.244 Note HRM – human resources management; MDT – management development training; SD – standard deviation; Stats – statistics.
Source: Questionnaire data, 2020.
In Table 3, skewness and kurtosis were statistics used to evaluate the data distribution.
These investigations built the foundation for the subsequent research because parametric statistical tools such as linear regression analysis require normally distributed data. The normality of the data was assessed in two phases, using the results in Table 3.
During the first stage, skewness and kurtosis values were compared with a global standard, whereas the non-significance of the Shapiro-Wilk test was ascertained in the second stage. According to Garson (2012), skewness and kurtosis are satisfactory when their statistics are less than three or more significant than -3. Each variable met this condition (see Table 3).
As a result, the data were roughly normally distributed. Checking whether the Shapiro-Wilk’s test is non-significant for each variable is a more certain technique for assessing the normality of data (Garson, 2012). This criterion was likewise met by all variables, as is evident in Table 3, with the p-values of each fulfilling the criterion p ≥ 0.05. Data generated in the study were usually distributed. As a result, a foundation for using parametric statistical techniques was established. Nonetheless, the validity and reliability of the measurements used in this study also had to be established. Table 4 shows the scales or measures' psychometric testing results.
Table 4. Psychometric Indicators of Relevant Measures Psychometric
indicator
MDT Performance
Factor 1 Factor 2 Factor 3 Factor 4 Factor 1 Factor 2 Factor 3 Factor 4 Cronbach’s
alpha 0.891 0.881 0.904 0.911 0.902 0.766 0.922 0.709
The average variance
extracted (AVE) 0.724 0.716 0.735 0.741 0.733 0.623 0.750 0.576 Mean squared
variances (MSV) 0.384 0.380 0.390 0.393 0.389 0.330 0.397 0.306 Average shared
variance (ASV) 0.198 0.196 0.201 0.202 0.200 0.170 0.205 0.158 Source: Questionnaire data, 2020
Table 4 shows the validity and reliability statistics generated from the respective measurement models fitted with structural equation modeling for MDT and performance, which each produced four factors, as shown. According to some studies, a Cronbach’s alpha coefficient of 0.7 (Asiamah et al., 2018; Drost, 2011) suggests satisfactory internal consistency and dependability. In other words, if a measure is reliable and internally consistent, each factor should generate a Cronbach’s alpha value larger than, or equal to, 0.7. All factors met these criteria/conditions, with factor 4 (= 0.911) of MDT and factor 1 (= 0.922) of performance yielding the highest results.
Validity is commonly measured utilizing two parameters, namely convergent and discriminant validity (Asiamah et al., 2018). Convergent validity is satisfactory if the condition AVE < MSV (average variance extracted is less than mean squared variance) is met for each factor. This condition was also met, suggesting that the measures had sufficient convergent validity. Discriminant validity is satisfactory when the condition ASV < each factor of the construct meets MSV (average shared variance is less than mean squared variance). A closer look at the values in the table indicates that this condition was also met. Thus, the reliability and validity of the measures were satisfactory.
Results Analysis Quantitative Analysis
The association between performance parameters, MDT programs, and participant demographic factors is shown in Table 5, where OJT was positively correlated with financial management (r = 0.247; p = 0.000; two-tailed) and academic management (r = 0.326; p = 0.000; two-tailed), but not with HRM (r = 0.326; p = 0.000; two-tailed). OFJT (r = 0.214; p = 0.000;
two-tailed), further studies/education (r = 0.195; p = 0.000; two-tailed), and SHS heads’
association training (r = 0.213; p = 0.000; two-tailed) were positively correlated with financial management.
Table 5. Correlation between Domains of Performance and MDT
Variable # 1 2 3 4 5 6 7
On-the-job training 1 1 .180** .233** .228** .247** .326** 0.029 Off-the-job training 2 1 .138* 0.026 0.035 .214**
- 0.037 Further studies/education 3 1 -0.008 0.117 .195** -
0.015 SHS heads’ association training 4 1 .324** .213** .299*
*
Financial management 5 1 .356** .282*
*
Academic management 6 1 .167*
*
HRM 7 1
**p < 0.001; *p < 0.05
Source: Questionnaire data, 2020
Qualitative Analysis
Effect of School Heads’ MDT on Teachers’ Performance
MDTs affected SHS heads in various ways: first, it reportedly improved the competencies of individual participants through “personal development”. Regarding “administrative development,” participants described the improved operational performance of school heads, their subordinates, and students. This effect is an institutional-level outcome of MDT that affects the heads of schools, teachers, and the staff working under the school heads. These outcomes can be inferred from the following comment:
Well, MDT programs are essential in the life of professional heads. MDT impacts three areas of heads: personal, professional, and administrative development.
However, in the case of the less-experienced heads, MDT must be frequent to impact the novice head in that field. (SH1)
Interestingly, DTOs cited various ways MDT enhances teachers’ performance, including more efficient interpersonal relations, time management, supervision and evaluation, problem-solving, and teamwork. This comment encapsulates many of these dimensions:
School heads’ problem-solving skills are enhanced through MDT activities.
Through workshops and seminars, heads are endowed with strategies to have control of situations under their jurisdiction. (DTO3)
Understandably, MDT has affected various aspects of the work of those serving as SHS heads. What is most interesting is the confirmation of the trickle-down effect thereof.
Practice and MDT Theories
From the data analysis findings, no special MDT theory was used by the heads of the participating SHSs. The study participants indicated that no specific MDT theory applied to all circumstances and that the main related theories (TLT & SMT, as selected for this study) could
be applied and prove useful in different situations. This finding is mirrored in the following response:
About management theories, just like leadership, there is no one particular management theory for managing all educational situations. On that score, I use a blend of management and leadership theories, depending on the circumstances. However, I believe in open-door administration, a shared vision, teamwork, and staff motivation. This is because the success or failure of any institution depends on leadership. (SH1)
The data analysis further revealed that a few heads applied specific MDT theories. The TLT was particularly favored by individuals, given the need for teaching and school administration to be creative and innovative. Since contemporary students’ educational needs are ever-evolving, those needs must be catered for in an environment where creativity and innovation influence actions. TLT was applied in a context where teachers and school heads had to be adaptable, as indicated:
The transformational leadership theory is what I follow. With my workforce, I believe in democratic decision-making and vision sharing. The strength to move the organization forward is found in unity. Thus, a conducive environment for effective teaching and learning is created. Being autocratic retards academic progress. I believe in [the] participatory method; all hands are always […] on [deck], for [best] results. (SH2)
Strategies to improve school heads’ managerial performance, and that of their teachers, are discussed next.
Strategies to Improve Heads’ Managerial Performance and That of Their Teachers
Conducting a needs assessment is one of the strategies that could be used to enhance SHS heads’ output, before training. The process casts light on the skillsets required to achieve their mandate (Dahiya & Jha, as cited in Kassie, 2017, p. 17). Needs assessment ensures that MDT is designed to meet the targeted needs of school heads, to prevent the duplication of training.
This is what one participant said:
To improve management training programs and to make heads perform better, first, there must be a thorough needs assessment. [It] should be conducted to ascertain the kind of skillsets training required [by] heads.
Also, proper adult training and methodologies should be used to engage [trainees] in actual issues [related to] school and academic management.
When these strategies are used in conducting MDT, it will impact positively the performance of SHS heads. (DTO2)
Inductive training was also identified as a potential way of improving the performance of school heads through MDT. This approach was acknowledged alongside that of regularly following up on participants, to monitor their progress after a training session. No doubt trainees
struggle to put into practice what they were taught during training. Regular follow-ups, by trainers, will assist trainees in practicing the lessons learned. This is how one participant captured it:
The different strategies that could be used to make MDT effective for training heads are induction training and regular follow-up of MDT programs. The induction training will help to expose the new heads to the job and best practices. Follow-ups to track the progress and the effectiveness of MDTs for heads [are needed]. (SH4)
ICT-based training for heads is another strategy that could improve the computer literacy and skills of SHS heads. In this regard, Rivoltella (2014) confirms that e-management significantly promotes staff development and renders teacher performance more effective. The response below emphasizes the role of ICT-based training:
One good strategy could be the adoption of modern technologies for management training for heads. ICT is the tool for the day. I think e-learning and training will help improve MDT. It will serve a dual purpose: that is, help train heads in computer skills, and also impact [their] management abilities, thus aiding heads to be effective at their job. (SH5)
To support the interview data discussion, we now turn to document analysis.
Document Analysis
Effects of School Heads’ MDT on Teachers’ Performance
According to the MoE (2010, p. 29), key aspects of performance appraisal systems and appraisal criteria for SHSs heads include honing their managerial and communication skills, conducting instructional supervision, exercising financial administration and management, streamlining record-keeping, fostering community relations, submitting accurate data reports, and expressing admirable personality traits. All these aspects, when united in a school head, go a long way towards influencing the performance of teachers and students alike.
Strategies to Improve MDT for School Heads’ Managerial Duties
The ESP (2018–2030) (MoE, 2017) document reviewed showed that every sub-sector of the education system has a strategic goal that is based on three policy objectives: improved equitable access to, and participation in, inclusive education at all levels; a better quality of teaching and learning, and the promotion of Science, Technology, Engineering, and Mathematics (STEM) across all levels; and educational service delivery which is more efficient and sustainable and speaks of better management and greater accountability. These measures have been put in place to ensure that heads and teachers perform at their best. In summary, the documents reviewed were mainly related to INSET, rather than focusing on MDT.
The data discussed thus far showed that the trustworthiness and validity of the measures were satisfactory.
3.2 DISCUSSION Quantitative Results
Effects of MDT for School Heads of Public SHSs on Teachers’ Performance
As reported, a positive correlation was found between performance and OJT and SHS heads’ association training, but not between performance and OFJT and further studies/education. OJT was positively correlated with financial and academic management, but not with HRM. This result confirms that of Elnaga and Imran (as cited in Licombe, 2018, p.
12), who found that training was a critical factor in the workplace, capacitating employees to gain a firm grasp on their responsibilities. That study found the training to be vital for building the competencies of new and current employees, equipping them to hold a future position in an organization while helping them to deal with deficiencies in any job-related area (Elnaga
& Imran, as cited in Licombe, 2018).
OFJT, further studies/education, and SHS heads’ association training were positively correlated with financial management. In the regression analysis, SHS heads’ association training was found to have a positive influence on performance. This finding confirms the work of Jehanzeb and Beshir (2013), who reported that MDT is pivotal to management, as it grants trainees the ability to perform well in their organization. From the discussions, it is clear that MDT for public SHS heads in Ghana had a positive effect on teachers’ performance.
MDT Strategies/Best Practices to Improve School Heads’ and Teachers’ Performance
Table 3 indicates that “Attending heads’ (CHASS) annual conference training”
accounted for the highest mean score, followed by “Mentoring/coaching of ‘would-be’
heads by experienced heads”. The “MDT strategies” result appeared to indicate that school heads’ annual conference training and the use of mentoring/coaching approaches were deemed the most effective means of implementing MDT, to help SHS heads boost the performance of their teachers.
The study also identified the importance of conducting needs assessments, to ascertain which skillsets school heads require to perform their roles effectively. The literature reviewed (Altarawneh & Aseery, 2016; Kassie, 2017, p. 17) identifies training needs assessment as a tried and tested way of ensuring that MDT is designed to meet the specific needs of school heads/leaders and of preventing hackneyed and generic training programs from being offered.
Discussion of Qualitative Results
It came to light from the analysis that MDT has an impact on school heads in three areas, namely their personal, professional, and administrative development. As regards the practical implications of TLT and SMT for MDT, the study revealed that no special MDT theory was used by participating SHS heads. Most pointed out that no specific MDT theory can be applied in all circumstances and that TLT and SMT would each suit different situations. These findings resonate with the work of Dampson and Edwards (2017), who found that transformational
heads work with their subordinates to identify what change is needed, are inspired to create a vision to guide change processes, and execute the change in collaboration with committed members of staff. ICT-based training for heads also emerged as a strategy for improving the computer literacy and skills of SHS heads (Rivoltella, 2014).
Summary of Findings (Mixed Results)
The quantitative and qualitative phases of the study were connected when the participants from the first phase were selected for the last phase. This was also achieved by finalizing the interview schedule once the quantitative data analysis was complete. Prior to confirming the interview questions for the second phase, the questionnaire results were reviewed to ensure that the questions would allow participants to describe, in more detail, their responses to the questionnaire items.
The trustworthiness and dependability of the qualitative findings were established, as the participating heads and DTOs expressed similar sentiments. To recall, the quantitative findings indicated that the main domains of MDT had a positive influence on teacher performance, which was supported by the qualitative findings, which detailed various ways in which such training of school heads would benefit the teachers in their schools. Also, qualitative, in-depth interviews performed during the second phase of the study allowed the participants to share their perspectives on, and recount their experiences with, the MDT offered to the public SHS heads and the impact which such training had on teachers’ performance in Ghana’s Central Region.
Again, the results from the three research sites strongly correlated, indicating that the participants concurred that teachers’ performance benefited from the MDT that public SHS heads received. That implies that every benefit which a head gleans from MDT, and implements in practice in his/her school, automatically translates into more effective teacher performance.
Regarding the significance of the study, the findings of this research are envisioned to make a valuable contribution to MDT for heads in Ghanaian secondary schools. The research could conceivably provide educational stakeholders with a clearer explanation of MDT's effect on the school heads of public SHSs' teachers’ performance. Further, the outcomes will serve as a valuable resource for informing the decision-making of policy-makers and providers of related training programs; such as the MoE, GES, universities, and teacher training colleges.
The findings may also be valuable to MDT partners such as USAID, DfID, UNESCO, and other international donor agencies in terms of planning, designing, developing, funding, and implementing education-related training.
Also, it is hoped that the results of this investigation will influence policy and practice regarding the planning, funding, and design of MDT for the school heads of public SHSs in Ghana’s education service, and beyond. Moreover, the findings could make a significant contribution to our theoretical understanding of MDT and the effects thereof on teachers’
performance. Finally, the results reported here will hopefully contribute towards improving the training strategies adopted in the area of MDT for school heads in Ghana, and elsewhere.
4. CONCLUSION
The regression analysis revealed that MDT for school heads had a significant impact on teachers’ performance in the SHSs (Hasbay & Altndag, 2018, p. 1). The study revealed that a positive attitude among school managers, as well as adequate communication, career investment, and development, could help teachers succeed.
The research findings also suggested that the performance of SHS teachers was improving – something which will benefit the school management, teachers, students, and parents. As the literature reviewed indicated, teacher performance is a significant component to consider when attempting to improve educational quality, with school heads’
management determining the success of their teachers (Wenno, 2017).
As the findings further indicated, through MDT for SHS heads, teachers can be guided to develop effective classroom management, lesson planning, and delivery strategies.
Teachers who receive training can become more systematic and rational in their teaching methods (Kazmi et al., as cited in Hervie & Winful, 2018, p. 4). It would thus be fair to conclude that proper MDT for school heads positively affects teachers.
The second research question sought to determine how MDT strategies could improve SHS heads’ managerial duties. “Attending heads’ (CHASS) yearly conferences” was deemed the most crucial strategy to employ, followed by “Mentoring/coaching of ‘would-be’ heads by experienced heads”. Needs assessment, mentoring, follow-ups, and induction training were found to have positive effects on both school heads’ and teachers’ performance.
The results from the correlation analysis showed a positive significant relationship between performance and OJT and SHS heads’ association training, but no correlation between performance and OJT and further studies/education. OFJT, further studies/education, and SHS heads’ association training were positively correlated with financial management. Thus, OJT and participating in SHS heads’ association training should be adopted as MDT approaches for school heads since they were reported to have a positive influence on performance.
No MDT policy is in place for newly promoted or practicing SHS heads to improve their professional management skills (Bush & Oduro, 2006, p. 359; MoE, 2018; Suaka & Kuranchie, 2018) – an issue that could hurt their performance. Based on the findings reported here, the researchers recommend that Ghana’s government, through the MoE/GES, establish a special MDT institution to solely focus on developing managerial skills in school heads, assistant heads, and newly appointed heads. Also, the MoE/GES should develop a comprehensive MDT policy that makes it compulsory for all new and practicing SHS heads to undergo MDT before and after assuming office.
The results of the literature review and the empirical study revealed that certain aspects of the study should be investigated further. It is therefore recommended that further research be done on the effect of MDT for the school heads of private SHSs on teachers’ performance in Ghana.
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