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Leadership of Inclusive Education in Effutu Municipality (Ghana): Challenges Facing Headteachers of Basic Schools and Existing Support Systems

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• Volume 6,Issue 5, Sept. 2019

Year:

2019

Type of Publication:

Article

Keywords:

Headteachers, Resource Teachers, Special Needs, Challenges, Support Systems

Authors:

• Sarpong, Melinda Boatemaa
• Kusi, Dr. Hinneh

Journal:

IJIRES

Volume:

6

Number:

5

Pages:

714-729

Month:

September

ISSN:

2349-5219

BibTex:

@article{1633, author = "Melinda Boatemaa Sarpong and Dr. Hinneh Kusi", abstract = "This study explored challenges headteachers of basic schools in the Effutu municipality of Ghana encounter in implementing inclusive education and existing support systems for effective implementation of the policy. It employed a case study, one of the qualitative research designs, grounded in the interpretivist paradigm. A semi-structured interview guide was used to collect data from 18 purposively selected participants, comprising 6 headteachers, 8 special education teachers, and 4 Ghana Education Service officials. Data collected was analysed thematically. Among others, the study revealed that the headteachers did not have adequate number of Special Education Resource teachers for the implementation of inclusive education. The teachers available had to offer support to special needs pupils in multiple schools, making their workload excessive. The study concluded that although the Government of Ghana, through the Ministry of Education, post teachers to the schools for implementation of special education, the headteachers found it difficult to retain such teachers as most of them either go on study leave without returning to the schools or leave for better job opportunities. Therefore, the study, among others, that the headteachers, through the Effutu Municipal Education Directorate, and Municipal Assembly, should liaise with the University of Education, Winneba, which is located in the study area and trains special education teachers so that trainee teachers could be sent to the schools during their internship to augment the effort of the Special Education Resource teachers for a more meaningful implementation of the inclusive education policy.", issn = "23495219", journal = "IJIRES", keywords = "Headteachers, Resource Teachers, Special Needs, Challenges, Support Systems", month = "September", number = "5", pages = "714-729", title = "{L}eadership of {I}nclusive {E}ducation in {E}ffutu {M}unicipality ({G}hana): {C}hallenges {F}acing {H}eadteachers of {B}asic {S}chools and {E}xisting {S}upport {S}ystems ", volume = "6", year = "2019", }

Abstract:

This study explored challenges headteachers of basic schools in the Effutu municipality of Ghana encounter in implementing inclusive education and existing support systems for effective implementation of the policy. It employed a case study, one of the qualitative research designs, grounded in the interpretivist paradigm. A semi-structured interview guide was used to collect data from 18 purposively selected participants, comprising 6 headteachers, 8 special education teachers, and 4 Ghana Education Service officials. Data collected was analysed thematically. Among others, the study revealed that the headteachers did not have adequate number of Special Education Resource teachers for the implementation of inclusive education. The teachers available had to offer support to special needs pupils in multiple schools, making their workload excessive. The study concluded that although the Government of Ghana, through the Ministry of Education, post teachers to the schools for implementation of special education, the headteachers found it difficult to retain such teachers as most of them either go on study leave without returning to the schools or leave for better job opportunities. Therefore, the study, among others, that the headteachers, through the Effutu Municipal Education Directorate, and Municipal Assembly, should liaise with the University of Education, Winneba, which is located in the study area and trains special education teachers so that trainee teachers could be sent to the schools during their internship to augment the effort of the Special Education Resource teachers for a more meaningful implementation of the inclusive education policy.

Full text: IJIRES_1633_FINAL.pdf Online version [Bibtex]