Exploring the Incorporation of the Leadership for Learning (LfL) Principles in Ghana: The Case of Two LfL Basic Schools in the Central Region
type: CreativeWork
description: Abstract Exploring the Incorporation of the Leadership for Learning (LfL) Principles in Ghana: The Case of Two LfL Basic Schools in the Central Region Raymond Chegedua Tangonyire Educational researchers, practitioners and policymakers agree that quality of leadership and learning influence the quality of education. In the context of Ghanaian basic schools, previous research has shown that the Leadership for Learning (LfL) framework, an educational theory and practice, has improved the leadership capacities of education stakeholders as well as the quality of teaching and learning. However, the processes which lead to such improvements have not yet been studied. This study aimed to contribute to research on LfL by analysing the processes that accounted for the successful incorporation of the LfL principles. This in-depth case study was conducted in two successful LfL schools in the Central Region of Ghana. It engaged multiple stakeholders and gathered data through semi-structured interviews, focus group discussions, observations, and document analysis. Intra- and inter-case analyses were conducted to understand each case in its own terms as well as to identify areas of convergence and divergence between them. The findings reveal that despite the ubiquity of household poverty, youth unemployment, and paucity of infrastructure, stakeholders recreated structures, reoriented attitudes, developed self-efficacy, and deployed creativity. It has been found that stakeholders were able to come to a shared and contextualised understanding of the LfL principles. This engendered collaboration, co-ownership of the leading, teaching and learning activities, and their successful institutional absorption. Put differently, the successful incorporation of the LfL principles was driven by four practices: the stakeholders understood the principles based on their contextual realities; believed in their understanding; taught what they believed in; and practised what they taught. These findi…
abstract: Abstract Exploring the Incorporation of the Leadership for Learning (LfL) Principles in Ghana: The Case of Two LfL Basic Schools in the Central Region Raymond Chegedua Tangonyire Educational researchers, practitioners and policymakers agree that quality of leadership and learning influence the quality of education. In the context of Ghanaian basic schools, previous research has shown that the Leadership for Learning (LfL) framework, an educational theory and practice, has improved the leadership capacities of education stakeholders as well as the quality of teaching and learning. However, the processes which lead to such improvements have not yet been studied. This study aimed to contribute to research on LfL by analysing the processes that accounted for the successful incorporation of the LfL principles. This in-depth case study was conducted in two successful LfL schools in the Central Region of Ghana. It engaged multiple stakeholders and gathered data through semi-structured interviews, focus group discussions, observations, and document analysis. Intra- and inter-case analyses were conducted to understand each case in its own terms as well as to identify areas of convergence and divergence between them. The findings reveal that despite the ubiquity of household poverty, youth unemployment, and paucity of infrastructure, stakeholders recreated structures, reoriented attitudes, developed self-efficacy, and deployed creativity. It has been found that stakeholders were able to come to a shared and contextualised understanding of the LfL principles. This engendered collaboration, co-ownership of the leading, teaching and learning activities, and their successful institutional absorption. Put differently, the successful incorporation of the LfL principles was driven by four practices: the stakeholders understood the principles based on their contextual realities; believed in their understanding; taught what they believed in; and practised what they taught. These findi…
author: Tangonyire, Raymond Chegedua
language: en
keywords: Leadership, learning, leadership for learning, principles, incorporation, Ghana, schools
license: https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/e4b932fe-69bd-4038-bddd-abb6a7e66e8c/download
license: https://www.rioxx.net/licenses/all-rights-reserved/
date published: 2019-07-19
date modified: 2026-07-22T22:24:24Z
provider: Cambridge University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Cambridge

PropertyValue
property ID: DOI
value: 10.17863/CAM.35831