Examining the Views of Teachers and Head Teachers on Supervision and Collective School Management in Contemporary Ghana

The need for quality education has become almost an everyday subject of discussion at all sectors in modern day societies as the quest for improved growth and development, particularly in the developing world keeps increasing Many factors have been identified in cross-section studies as very influential in promoting school quality which largely stick around teachers and school managers as important resources for school efficiency. The various roles being played by teachers and Head teachers, particularly at the Basic level of education are therefore considered in very high esteem, so far as effective school management is concerned. As a result, teachers’ works are being monitored through various supervision and inspection activities internally and externally. This descriptive study was an attempt to contribute to the many studies regarding supervision with the aim of gathering the views of teachers and school heads on their various roles in improving quality education through effective Teacher-Head teacher collaborations. Twenty-one (21) public basic schools consisting one hundred and forty (140) teachers including head teachers formed the sample. The study was descriptive, employing the mixed method. The study found that, teachers’ perceptions about supervision (internal) were positive due to improved relations and collaborations between teachers and head teachers. It was found that, majority of teachers view instructional supervision positively and would encourage it. Although majority of teachers view their head teachers’ supervisory roles as key, other roles like provision of the right instructional materials, effective stakeholder involvement and visionary leadership were equally identified as important leadership responsibilities needed for excellent school growth. It was also found that most head teachers value teachers as very vital resources for effective school management and would encourage teachers’ full involvement in school management.