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Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana

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Title: Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana
Language: English
Authors: Inusah Salifu, Rabiu Mohammed Adam
Source: Journal of School Administration Research and Development. 2025 10(2):62-74.
Availability: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: https://www.ojed.org/index.php/JSARD/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Feedback (Response), Student Attitudes, Educational Improvement, Principals, Learner Engagement, Barriers, High Schools, Administrator Attitudes, Citizenship Education
Geographic Terms: Ghana
ISSN: 2470-8496
2470-850X
Abstract: Despite growing interest in feedback strategies for school improvement in Ghana, learner perspectives--especially at the senior high school level--remain underexplored. This gap limits understanding of the effectiveness of learner feedback in driving meaningful change. Guided by contingency theory, which underscores the need for context-responsive leadership, this qualitative case study examined how principals in Ghana's most cosmopolitan city perceived learner feedback as a school improvement strategy. Twelve principals--the entire cohort within the study area--were purposively selected and interviewed, and the data were analyzed thematically. Findings revealed that participants acknowledged the value of learner feedback in enhancing student engagement, fostering continuous improvement, and promoting responsible citizenship. However, they also raised significant concerns. Key challenges included perceived unreliability of student input, time and financial constraints, and resistance from both staff and students. These findings highlight the complex leadership decisions involved in implementing learner feedback systems in resource-constrained environments. The study offers context-specific insights for school leaders and policymakers seeking to integrate learner voice in school governance. It underscores the need for leadership development, policy support, and resource allocation to strengthen the role of learner feedback in enhancing school practices and improving student outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489320
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1489320
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  Data: Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana
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  Data: <searchLink fieldCode="AR" term="%22Inusah+Salifu%22">Inusah Salifu</searchLink><br /><searchLink fieldCode="AR" term="%22Rabiu+Mohammed+Adam%22">Rabiu Mohammed Adam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Administration+Research+and+Development%22"><i>Journal of School Administration Research and Development</i></searchLink>. 2025 10(2):62-74.
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  Data: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: https://www.ojed.org/index.php/JSARD/
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 2470-8496<br />2470-850X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite growing interest in feedback strategies for school improvement in Ghana, learner perspectives--especially at the senior high school level--remain underexplored. This gap limits understanding of the effectiveness of learner feedback in driving meaningful change. Guided by contingency theory, which underscores the need for context-responsive leadership, this qualitative case study examined how principals in Ghana's most cosmopolitan city perceived learner feedback as a school improvement strategy. Twelve principals--the entire cohort within the study area--were purposively selected and interviewed, and the data were analyzed thematically. Findings revealed that participants acknowledged the value of learner feedback in enhancing student engagement, fostering continuous improvement, and promoting responsible citizenship. However, they also raised significant concerns. Key challenges included perceived unreliability of student input, time and financial constraints, and resistance from both staff and students. These findings highlight the complex leadership decisions involved in implementing learner feedback systems in resource-constrained environments. The study offers context-specific insights for school leaders and policymakers seeking to integrate learner voice in school governance. It underscores the need for leadership development, policy support, and resource allocation to strengthen the role of learner feedback in enhancing school practices and improving student outcomes.
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  Data: As Provided
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  Data: 2025
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 62
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Citizenship Education
        Type: general
      – SubjectFull: Ghana
        Type: general
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      – TitleFull: Evaluating Learner Feedback as a Leadership Tool for School Improvement in Ghana
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            NameFull: Inusah Salifu
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            NameFull: Rabiu Mohammed Adam
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              M: 01
              Type: published
              Y: 2025
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              Value: 2470-8496
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