Exploring the Challenges of Double-Track Schools and their Coping Strategies by School Management in Selected Senior High Schools in the Eastern Region of Ghana.

Abstract

The Double-Track System of Education was introduced in the 2018/19 academic year in 400 senior high schools across the country. This was due to increase in enrolment as existing facilities in senior high schools could not accommodate the increase. The study thus, explored the challenges and coping strategies facing management of double-track schools in selected schools in the Eastern Region of Ghana. The study employed the convergent mixed method research design. The target population for the study were management and second year students of three randomly selected double-track schools in the Eastern Region. Management were purposively and conveniently sampled and interviewed using interview schedule. The data was transcribed, coded and thematically analysed. The students were also randomly sampled, and given structured questionnaire to answer. The data was also coded and entered into IBM SPSS version 21, and analysed with descriptive and inferential statistics. Drawing from the Job Demand Resources Model and Robert Merton’s theory on Adaptation, the study found out that double-track schools faced challenges with infrastructure, inadequate human resource, untimely release of funds, inability to go for vacation, as well as unwholesome and undersupply of food items. However, if the challenges are not timely met, they would affect effective delivery of education at the senior high school level. As a result of the effect of the challenges, management mostly adopted innovative strategies to cope with the situation. The study therefore recommended that government and other agencies should try to provide the needed resources.