Effects of Heads of School Instructional Leadership Practices on Job Satisfaction of Senior High Schools Teachers’ in the North East Region of Ghana

Abstract

This study examined the influence of heads of school instructional supervision on the job satisfaction of Senior High School (SHS) teachers in the North East Region of Ghana. The study employed a cross-sectional survey design. The target population comprised headteachers, assistant heads, heads of departments, and teachers. The study employed purposive, quota, and simple random sampling procedures to choose 150 participants drawn from five SHSs to complete a questionnaire. The internal consistencies of the items in the questionnaire were tested using the Cronbach alpha formula. The data was analyzed using SPSS version 20 and presented in tables. The study found that the level of heads of school instructional supervision generally was low. Also, teachers were generally satisfied with their working conditions and career progression. However, their satisfaction concerning bonuses and retirement plans was generally moderate. It was also discovered that the majority of teachers were generally dissatisfied with the current salary they receive from their employers, and heads of schools' instruction supervision practices have no statistically significant effect on the job satisfaction of teachers. The study recommends that the National Schools Inspectorate Authority (NaSAI) should provide support to SHS principals through capacity building and resources to enhance their oversight of schools. The Ministry of Education should offer incentive packages, such as competitive salaries and bonuses, to motivate SHS teachers to increase their productivity. Finally, stakeholders like GES, GNAT, NAGRAT, and SSNIT should work towards improving the quality of services provided to teachers to motivate them to enhance their  productivity