Abstract:
Quality educational leadership delivery is informed by the knowledge, attitude and practices (KAP) of school improvement and support service provision. However, studies that engage KAP of School Improvement Support Officers (SISOs) in Ghana are either lacking or inadequate. Informed by Fiedler‟s model and the situational leadership theory the current study leverages an interpretivist paradigm to examine the policy environment, ascertain the knowledge base, and examine the attitude and practices of SISOs towards their work. The study adopted a KAP descriptive study design within which a questionnaire and interview guide were used to collect data from 11 SISOs representing about half of the SISOs from three Districts of the Central Region, namely, Cape Coast Metropolis, Komenda Edina Eguafo Abirim, and Abura Asebu Kwamankese Districts. Descriptive and thematic analyses were performed on the data generated. The study found that SISOs are knowledgeable in their field and follow the guidelines spelled out in the policy manual that guides their practice. Furthermore, whereas some SISOs applied to fill vacancies others were recommended for the role of SISOs. Majority of the SISOs were identified with good attitudes toward their role similar to the practices they held for the role. Based on the findings, it was recommended that the Ghana Education Services (GES) management should facilitate the sustenance of SISO's knowledge by providing continuous in-service training, additional motivation to stay resourced on the job possibly including laptops, stationaries, and logistics to provide effective feedback for professional growth and development.
