Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools

Figures & data

Table 1. Leadership for learning (LfL) principles and practices.

Focus on learning	Conditions for learning
Everyone is a learner Learning relies on the effective interplay of social, emotional and cognitive processes The efficacy of learning is highly sensitive to context and to the differing ways in which people learn The capacity for leadership arises out of powerful learning experiences Opportunities for leadership enhance learning	Cultures nurture the learning of everyone Everyone has opportunities to reflect on the nature, skills and processes of learning Physical and social spaces stimulate and celebrate learning Safe and secure environments enable everyone to take risks, cope with failure and respond positively to challenges Tools and strategies are used to enhance thinking about learning and the practice of teaching
Learning dialogue
Practice made explicit, discussable and transferable Active, collegial inquiry focussing on the link between learning and leadership Coherence through sharing of values, understandings and practices Factors that inhibit and promote learning are examined and addressed Link between leadership and learning is a concern for everyone Different perspectives explored through networking with researchers and practitioners
Shared leadership	Mutual accountability
Structures support participation in developing learning communities Shared leadership symbolised in day-to-day flow of activities Everyone encouraged to take a lead as appropriate to task and context Everyone's experience and expertise is valued and drawn upon as resources Collaborative activity across boundaries of subject, role and status are valued and promoted	Systematic approach to self-evaluation embedded at every level Focus on evidence and its congruence with core values Shared approach to internal accountability is a precondition of external accountability National policies recast in accordance with school's core values Choosing how to tell own story while taking account of political realities Continuing focus on sustainability, succession and leaving a legacy

Table 2. Repeated measures ANOVA: 2009, 2010, 2011.

Figure 1. Importance: importance of LfL items in schools perceived by head teachers in 2009 and 2011.

Figure 2. Practices: occurrence (practices) of LfL items in schools observed by head teachers in 2009 and 2011.

Figure 3. Importance: percent change of the perceived importance of LfL practices in schools by school transformation leaders between 2009 and 2011.

Figure 4. Practices: percent change in the presence of LfL practices in schools observed by school transformation leaders between 2009 and 2011.