Document Type
Article
Publication Date
12-2024
Publication Source
Journal of African Policy Studies
Abstract
This qualitative study uses a phenomenological approach to understand the experiences of thirteen Ghanaian head-teachers in suburban and rural areas of the Komenda Edina Eguafo Abrem district during the COVID-19 pandemic. Our findings revealed that these leaders faced numerous challenges related to pivoting to remote learning for the first time combined with the lack of access to technology. Other challenges pertained to the absence of infrastructure and resources such as books. Despite these challenges, these Ghanaian head-teachers were able to adapt to the crisis and alter their leadership style to educate the children they served. Currently, there is a limited number of qualitative studies exploring the experiences of head-teachers in rural and suburban Ghanaian schools during the global pandemic. This study is significant as it fills an existing gap in the leadership and crisis leadership bodies of literature while also offering some practical suggestions for practitioners and recommendations for policy makers. As the COVID-19 virus may be part of the world’s new normal and we are quickly approaching the deadline for reaching the Sustainable Development Goals, this study provides some answers to the following questions: Which practices should we continue? Which practices should we abandon? What new practices need to be creatively invented?
Inclusive pages
43-68
ISBN/ISSN
1058-5613
Document Version
Postprint
Publisher
Institute on African Affairs
Volume
30
Issue
1
Peer Reviewed
yes
Keywords
educational leadership, crisis leadership, adaptive leadership, COVID- 19 pandemic, Ghana, basic school
eCommons Citation
Brion, Corinne Ph. D., "Leading Schools in the Midst of COVID-19: Experiences of Basic School Leaders of the Komenda Edina Eguafo Abrem District of the Central Region of Ghana" (2024). Educational Leadership Faculty Publications. 300.
https://ecommons.udayton.edu/eda_fac_pub/300
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
Comments
The document available for download is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.