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School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana

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  • Joseph E. Cobbinah
  • Emma Sarah Eshun

Abstract

Studies have suggested that the effective use of school self-evaluation is one of the best ways of improving schools. Several countries use school self-evaluation as an accountability measure and quality assurance framework to improve schools’ and students’ academic performance. This article examines teachers’ understanding of school self-evaluation, the usage of school self-evaluation, and the nature of support systems that may be available to basic schools in Ghana. Interview data were gathered from teachers and headteachers to ascertain their perspectives on the application of school self-evaluation and any support systems that may be available in schools. The results show that schools have their own ways of evaluating performance, and school self-evaluation is not used as a tool to evaluate the school’s performance. It became evident that teachers do not have in-depth knowledge about school self-evaluation. The teachers agreed that authorities must organize training workshops for them to enhance their understanding and usage of school self-evaluation to improve performance in their schools.

Suggested Citation

  • Joseph E. Cobbinah & Emma Sarah Eshun, 2021. "School Self-Evaluation and the Nature of Support System for Basic Schools in Ghana," SAGE Open, , vol. 11(2), pages 21582440211, June.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:2:p:21582440211022732
    DOI: 10.1177/21582440211022732
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    References listed on IDEAS

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    1. Michael Fertig, 2007. "The effectiveness of qualification measures for employed workers - an evaluation study for Saxony," Applied Economics, Taylor & Francis Journals, vol. 39(18), pages 2279-2301.
    2. Claudia W. Sadoff & Dale Whittington & David Grey, 2002. "Africa's International Rivers : An Economic Perspective," World Bank Publications - Books, The World Bank Group, number 15175.
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