Author(s): Prince Awini Apambilla, Gabriel Amponsah Adu, Dery John, Rabbi Darko, Kingsley Eyram King-Kuadzi, Josephine Blay and Aaron Moses Eduah

Abstract: This study examine mentoring role of headteachers in management of basic schools in the Pru West District. A cross sectional research design was employed for the study using quantitative research approach. The study population was two hundred and forty-four (244) and 126 was sampled for the study since the number was considerably appropriate for quantitative research. A self-designed structured closed ended questionnaire was used to collect data from 126 headteachers and teachers. However, each research questions were analyzed using mean and standard deviation. The findings of the study were head teachers randomly check homework and notebooks of pupil and interview selected pupils for assessment, head teacher as instructional leader give emphasis for professional growth of teachers in the school even though most of the programs were organized in circuits or districts. Even though education and training policy emphasizes the importance of professional development, it is the most under-utilized activity in schools and a positive climate has a significant impact on teacher and student performance. The following recommendation were made that, Mentoring experience should be a key requirement aside rank and qualification for appointment of prospective headteachers, Headteachers should make efforts to enroll on professional mentorship certificates course and the directorate should have a schedule officer who should be a professional and be in charge mentoring headteachers. The study suggest that further research should be conduct in assessing the impact of supervision and mentorship on teachers’ efficacy to improve performance of students in basics school.

Pages: 109-117 | Views: 119 | Downloads: 47

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