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Developing Quality Schools: A Content Analysis of Principals' Practices, Stressors, and Support Factors

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Title: Developing Quality Schools: A Content Analysis of Principals' Practices, Stressors, and Support Factors
Language: English
Authors: Innocent Kwame Bedi (ORCID 0000-0001-6882-0169), Hasso Kukemelk (ORCID 0009-0009-7742-5326), Emanuele Bardone (ORCID 0000-0001-9038-2580)
Source: South African Journal of Education. 2024 44(2).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Quality, School Administration, Principals, Administrator Qualifications, Educational Practices, Stress Variables, Educational Improvement, Administrator Attitudes, Foreign Countries, Academic Achievement, Teacher Effectiveness, Faculty Development, Teacher Supervision, Educational Resources, Teacher Administrator Relationship, Administrative Organization, Elementary Secondary Education, Administrator Characteristics
Geographic Terms: Ghana
ISSN: 0256-0100
2076-3433
Abstract: School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429938
Database: ERIC
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  Data: Developing Quality Schools: A Content Analysis of Principals' Practices, Stressors, and Support Factors
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  Data: <searchLink fieldCode="AR" term="%22Innocent+Kwame+Bedi%22">Innocent Kwame Bedi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6882-0169">0000-0001-6882-0169</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hasso+Kukemelk%22">Hasso Kukemelk</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-7742-5326">0009-0009-7742-5326</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emanuele+Bardone%22">Emanuele Bardone</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9038-2580">0000-0001-9038-2580</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(2).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: <searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Qualifications%22">Administrator Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supervision%22">Teacher Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+Organization%22">Administrative Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Characteristics%22">Administrator Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 0256-0100<br />2076-3433
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  Data: School heads or principals have various roles in developing school quality, which can often be stressful. In this study we investigated principals' perceptions of quality schools, the practices performed to improve quality, and the stress and support factors involved. We adopted a qualitative inductive content analysis approach to analyse the transcribed data collected from 14 principals of senior high schools in the Volta region of Ghana. The findings show that principals perceive quality schools as having high academic performance, quality teachers, and adequate resources coordinated in a well-organised system. Furthermore, the results reveal practices that principals perform to improve school quality, such as promoting staff professional development, supporting students' intellectual and skills development, supervising teachers, and providing resources. On the other hand, supervision, non-cooperation of some teachers, inadequate resources, and administrative bureaucracy were revealed as causes of stress in improving school quality. Facing these challenges, the principals relied on their academic qualifications and experiences when engaging in practices to improve school quality. We recommend further research on the possibility of principals using technology to monitor the presence of teachers in classrooms from their offices.
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  Data: EJ1429938
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Qualifications
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Supervision
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Administrative Organization
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Administrator Characteristics
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: Developing Quality Schools: A Content Analysis of Principals' Practices, Stressors, and Support Factors
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              Y: 2024
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