Exploring the Lived Experiences of Leadership Practices of Senior High School Heads in Cape Coast Metropolis, Ghana

Abstract

The purpose of this inquiry was to explore the lived experiences of leadership practices of senior high school heads in the Cape Coast Metropolis. The study aimed at describing leadership practices and lived experiences of public school heads, leadership practices adopted to ensure quality teaching and learning, measures to overcome the barriers in educational leadership, and factors influencing leadership practices. The study approach was qualitative, while the study design was phenomenology. The population of the study comprised eight heads of public senior high schools in the Metropolis. Using semi-structured interviews, eight school heads with at least three years of experience were sampled for the study Narrative analysis was used to analyse the data. The school heads adopted different leadership practices for different categories of stakeholders in the school based on their prior leadership experiences and lived experiences in leadership positions with both internal and external stakeholders. This was necessary to meet the peculiar needs and interests of the various stakeholders of the schools. Some of the barriers to effective school leadership administration were inadequate financial resources, and interferences from external stakeholders. The lived experiences of the heads were essential in commanding the needed respect and gaining support for the implementation of the leadership practices and strategies of school heads in the public senior high schools. The study recommends the need for school heads to build consensus with stakeholders to ensure effective and successful leadership administration. School heads should involve staff, students, and other stakeholders in the implementation of critical strategies to achieve institutional goals.