Impact Of School Self-Evaluation Training On Improvement Of Basic Schools In Brong-Ahafo Region, Ghana

ABSTRACT

This study examined the impact of school self-evaluation training on improvement of basic schools in Brong-Ahafo Region, Ghana. A total of 85 Junior High School (JHS) teachers and 129 JHS two students were sampled from three public basic schools in the Sunyani Municipal Education directorate. The participants from the three selected schools were assigned to one of the two training groups or the control group. The municipality, circuits, schools and a JHS two stream were selected using the multistage sampling technique. The study employed the quasi experimental pre-test, post-test control group design. The research instruments used to generate data for the study were Personal Data Questionnaire (PDQ), Institutional Self-Evaluation Questionnaire (ISEQ) and the checklist on documents for school selfevaluation. Eight research questions and eight hypotheses were formulated to guide the study. All the hypotheses were tested using the two-way analysis of covariance (ANCOVA) statistic at 0.05 level of significance. A post hoc test analysis was done using the Fisher‟s Least Square Method for all results found to be statistically significant. The results of the data indicated that all the eight null hypotheses tested were rejected in favour of the treatment groups. The findings of the study revealed that establishment of SSE mechanisms which are in line with the knowledge-base of EER and the school stakeholders‟ involvement in defining the criteria of SSE went a long way in boosting the schools ability in evaluating themselves, however, the establishment of SSE mechanisms which are in line with the knowledge-base of EER had the strongest impact. The study has shown that the establishment of SSE mechanisms which are in line with the knowledge-base of EER significantly exhibit a higher performance in the structure of the curriculum, overall quality of attainment, supports for pupils‟, climate and relationship, and the resources indicators than those exposed to school stakeholders‟ involvement in defining the criteria of SSE. The findings show that no significant difference in the performance on the teaching and learning processes and, the management, leadership and quality assurance indicators, exists between participants exposed to the knowledge-base of EER and those exposed to school stakeholders‟ involvement in defining the criteria for SSE. The study has also shown that teachers significantly exhibit higher performance in the structure of the curriculum and the overall quality of attainment indicators. These findings were placed within the existing body of knowledge and their implications for educational practices were discussed.