Stakeholders’ assessment of best teacher award winner’s intervention package for improving basic school education in Akatsi district

Abstract

The purpose of this study was to find out stakeholders’ assessment of a best teacher award winner’s intervention package for basic school improvement in some selected schools in the Akatsi District of the Volta Region. It specifically examined the extent to which the promotion of the three methodologies and two strategies affected teaching and learning, the influence of the motivational programme on teachers, pupils and parents, the perceptions of teachers, pupils and parents on the reading club, and their general assessment of the intervention package on teaching and learning in the schools. A descriptive study design involving teachers, pupils and parents of two basic schools in the area was employed. A sample size of 248 was determined for the study out of which 242 (including 196 pupils, 30 teachers and 16 parents) participated. Three different questionnaires were designed and piloted, and each obtained a Cronbach’s reliability coefficient above 0.600. It emerged that the teaching methodologies and strategies implemented by the researcher, Mrs. Alice Gligui-Denueme, 2008 National Best Teacher Award, 2nd Runner-up in collaboration with SNV, had positive impact on teaching and learning in the schools. Also, the motivational talks had improved teacher-parent relationships and school attendance among the pupils. It is recommended that the intervention package should be maintained and its scope expanded to cover other poorly performing schools for a holistic improvement in basic education in the Akatsi District. Also, stakeholders in education should help to provide these schools with adequate infrastructure.