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Abstract

The research article examines the effects of the induction program on school leadership, school culture, and student achievement. The researcher employed qualitative analysis procedures. To analyze the qualitative data, the researcher deciphered the meaning underlying all the data gathered. Coding, thematic analyses, interpretations, and discussions were used to analyze the data gathered. From the findings, it was revealed that headteachers have seen some form of improvement in their administration, especially with regard to the promotion of a positive school culture, as a result of whatever form of induction they have undergone. The studies depicted that the induction of new headteachers can affect school improvement and students’ achievement. Especially when they put into practice the professional skills they have acquired through the training. Secondly, data revealed that headteachers sign performance contracts in which they are expected to reach a target. Respondents attested to the fact that a well-planned induction for headteachers can bring them together and support each other to meet the targets expected of them in the district. However, based on the finding that there is limited funding and resources for induction programmes in the district, it is recommended that the district education directorate seek further sources of funding aside from government sources since reliance on the central government for funding appears not to be working. The heads of basic schools should be encouraged to make some contributions to support their training programs.

Keywords

induction programme school leadership student achievement

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How to Cite
Assifuah-Nunoo, M. (2023). The Effects of Induction Programme on School Leadership, School Culture and Student Achievement. Scholars Journal of Science and Technology, 4(2), 49–59. https://doi.org/10.53075/Ijmsirq/783454353
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