Leadership instability of a school and its consequences: Research evidence

Diana Koryo Ahulu; Alfred Kuranchie; Hinneh Kusi

doi:10.51867/AQSSR.3.3.19

Authors

Diana Koryo Ahulu Ghana Education Service, Koforidua, Ghana Author
Alfred Kuranchie University of Education, Winneba, Ghana Author https://orcid.org/0000-0001-8773-7766
Hinneh Kusi University of Education, Winneba, Ghana Author https://orcid.org/0009-0004-4009-5961

DOI:

https://doi.org/10.51867/AQSSR.3.3.19

Keywords:

Educational Leadership, Leadership, Leadership Instability, Senior High School, Systems Theory

Abstract

The study investigated leadership instability of a senior high school, where this situation has perpetuated for close to three decades. The qualitative study adopted a case study design to gauge the stakeholders’ perspectives on the problem embedded in the study. This study was anchored on the Systems Theory as the theoretical lens. Multiple participants who were privy to the phenomenon provided data to broaden the understanding of the enormity of the research problem. The necessary ethical protocols and trustworthiness were observed in the conduct of the study. Thematic analysis was employed for the analysis of the data generated from the participants. The study unveiled that the triggers of the unstable leadership of the school are attributable to both internal and external currents such as community interference, inadequate contextual orientation and induction, setting and size of the school, low student numbers, and discouraging academic performance. The inquiry also unearthed the following as consequences of the leadership instability of the school: lack of continuity of projects and programmes, dwindling student numbers, poor student performance and behaviour, bad school image, and high staff turnover. The study, therefore, recommends that the school needs to improve on its relationship with the community recognising that the school is in and for the community; the municipal education officers need to offer context-specific orientation to in-coming heads to make them abreast of the school and its peculiar situation prior to their assumption of office; and posting of experienced and long-serving staff to head the school. The study extends Systems theory applications to educational leadership stability research.

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