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 |
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