Qualitative research explores leadership roles in improving education quality in Ghana, suggesting new directions for training and policy reform.
Ghana's Free SHS policy has increased access to education, but it does not address the unmet quality and equity issues. This study examines the role of school-level educational leadership in promoting inclusive education in two selected schools located in the Central Region of Ghana. Using Theories of Transformational Leadership, Instructional Leadership, and Distributed Leadership and an analysis framework developed by Tikly and Barrett (2011), it employs multiple interviews and focus groups to highlight important leadership constraints. This research emphasizes the need for contextualized, equity-based leadership and implications for future leadership training and education policy reform.
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Ampadu et al. (2025) studied this question.
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