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Using a qualitative interpretive case study design, it draws on interviews guided by purposive sampling of 15 head teachers and 6 circuit supervisors. Findings indicate awareness of required managerial competencies, alongside perceived needs in staff personnel services, financial and business management, and school-community relationship roles. 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It collected interview data from 15 head teachers and 6 circuit supervisors selected through purposive sampling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which professional management roles do participants say head teachers particularly need?",{"text":117,"@type":113},"Participants reported needs in executing staff personnel services, financial and business management, and school-community relationship roles, even while acknowledging they know which managerial skills are required.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns about existing training and authority did the participants raise?",{"text":121,"@type":113},"They cited lack of pre-headship training, insufficient needs assessment before in-service programmes, inadequate continuous professional development, and limited authority to sanction staff.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590734,1792167870,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","African Educational Research Journal  \nVol. 6(1), pp. 20-29, March 2018 DOI: 10. 30918/AERJ.61.18.002 ISSN: 2354-2160  \nFull Length Research Paper  \nHead teachers’ professional management needs and concerns: Evidence from an educational district in Ghana  \nPeter Lonyian Suaka1 and Alfred Kuranchie2*  \n1Ghana Education Service, Tano North District, Tanoso-Sunyani, Ghana. 2 Faculty of Education, Catholic University College of Ghana, Sunyani, Ghana.  \nAccepted 14 March, 2018  \n\n| ABSTRACT\u003Cbr>The study explored the head teachers’ professional needs in school management. The qualitative study was underpinned by the interpretive philosophical thought. It employed a case study approach and collected data using interview guide. Purposive sampling technique was employed to select 15 head teachers and 6 circuit supervisors to participate in the exercise. The study revealed that the head teachers were not unaware of the managerial skills they needed to proficiently manage their schools. However, the participants seemed to have a need in executing staff personnel services, financial and business management and schoolcommunity relationship roles. The participants also had concerns with respect to lack of pre-headship training, lack of needs assessment prior to in-service training programmes, inadequate continuous professional development programmes and lack of authority to sanction staff. The head teachers and circuit supervisors, therefore, unanimously called for pre-headship and in-service training programmes respectively for aspiring and serving head teachers to equip them with the requisite competencies for headship duties. The participants believed that continuous professional development programmes have the capacity to update and upgrade head teachers’ knowledge and skills to enhance their professional growth and development.\u003Cbr>Keywords: Head teachers, professional and management needs, issues and concerns, pre-headship training, continuous professional development. |\n| --- |\n| *Corresponding author. E-mail: [kuranchiealf@yahoo.com](kuranchiealf@yahoo.com). |\n\nINTRODUCTION  \nThe nature of work in post-industrial society is changing rapidly and significantly and the change affects the role of educational leadership. Understanding the role and nature of preparation for leadership must be based on recognition of how work is defined and organized in the 21st century (Mulford, 2003) . There is an increasing consensus among researchers in the field of educational leadership and management in both advanced and developing countries that the leadership provided by head teachers is absolutely crucial for schools (Bush and Jackson, 2003) . Headship roles are thus reckoned to be  \na quintessential (2008) contend  \nfactor in school success. Zame et al. that leadership is a key item in 21st  \ncentury organizations such as schools. Several scientific investigations have also unveiled that quality education depends primarily on the way schools are managed, more than on the abundance of available resources and the capacity of schools to improve teaching and learning is strongly influenced by the quality of leadership provided by the heads (De Grauwe, 2000 quoted in Simkins et al. , 2003) . According to Ibukun et al. (2011), maintaining quality and standards in education depends largely on the extent to which heads of schools effectively execute their leadership responsibilities. Heads of schools owe it a duty to establish, monitor and maintain quality and standards in education (Esia-Donkoh, 2014) .  \nThis makes it expedient for heads of schools to be adequately prepared to enable them to carry out their functions exquisitely.  \nDespite the importance of headship to school success , the procedures used in appointing and offering preservice training, induction and in-servicing training for head teachers are inappropriate in many developing countries, especially those in the continent of Africa (Bush and Oduro, 2006) . Globally, the majority of school","cbCaic1rqr2Ku5MJ","https://ap.wps.com/l/cbCaic1rqr2Ku5MJ","pdf",110354,"English","# Introduction\n## Professional management needs in educational leadership\n## Preparation and training gaps for head teachers\n## Ghanaian educational reform context","[{\"question\":\"What research approach and participants were used to study head teachers’ needs?\",\"answer\":\"The study used a qualitative interpretive case study design. It collected interview data from 15 head teachers and 6 circuit supervisors selected through purposive sampling.\"},{\"question\":\"Which professional management roles do participants say head teachers particularly need?\",\"answer\":\"Participants reported needs in executing staff personnel services, financial and business management, and school-community relationship roles, even while acknowledging they know which managerial skills are required.\"},{\"question\":\"What concerns about existing training and authority did the participants raise?\",\"answer\":\"They cited lack of pre-headship training, insufficient needs assessment before in-service programmes, inadequate continuous professional development, and limited authority to sanction staff.\"}]","African Educational Research Journal - Full Length Research Paper - Head teachers’ professional management needs and concerns: Evidence from an educational district in Ghana | PDF",1792070308,25]