Leaderships’ Role in Quality Assurance Moderating Curriculum Implementation: Perspectives and Preferences of Headteachers and Teachers in Basic schools in Ghana

Gifty Seiwaa Nyarko

SDA College of Education, Asokore, Koforidua

The purpose of the study was to explore the moderating influence of quality assurance (QA) in curriculum implementation in basic schools in Ghana. Specifically, the study intended to determine strategies used through quality assurance (QA) by school leaders to enhance quality in basic school curriculum implementation. The study employed concurrent mixed-method design to collect data from 260 respondents, selected through stratified and proportional sampling techniques, using interview guides, questionnaires and documentary review. Thematic, descriptive and inferential statistics were used to analyse the data collected. The study reveals that, leaders background characteristics support how quality assurance moderates curriculum implementation, and quality assurance practices within the schools. It also supports leaders in engraving quality assurance culture in schools to support effective implementation of curriculum. It was concluded that leaders in school must have an identity with reference to background information, known quality assurance practices, engraving quality culture, hence it is recommended that leaders of school need orientation to support engraving culture of quality assurance to support effective implementation of curriculum.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/leaderships’-role-in-quality-assurance-moderating-curriculum-implementation%3A-perspectives-and-preferences-of-headteachers-and-teachers-in-basic-schools-in-ghana