EXPLORING THE PERCEPTIONS AND EXPERIENCES OF HEADTEACHERS AND TEACHERS IN THE IMPLEMENTATION OF THE FREE SENIOR HIGH SCHOOL POLICY IN GHANA. A QUALITATIVE APPROACH

Abstract

The study explores the perceptions and experiences of headteachers and teachers in the implementation of Free Senior High School (FSHS) in Ghana, which aims to increase access to secondary education by eliminating financial barriers. Using equity and distributive justice theory, the study conducted semi-structured interviews with purposively selected headteachers and teachers from three different schools. The data analysis revealed three major themes: evolving perceptions, opportunities, and challenges. The research showed that the policy has successfully enhanced enrollment and facilitated access to education, especially for underprivileged students. Nonetheless, the rapid enrollment growth has resulted in several challenges, such as inadequate infrastructure, overcrowding, and resource limitations, which have negatively affected the quality of education. However, headteachers and teachers have displayed adaptability by utilizing innovative teaching strategies and working together with stakeholders to address these issues. The study offers recommendations for policy improvements, which include conducting a comprehensive policy review, increasing resource allocation, ensuring sustainable funding mechanisms, and providing ongoing support for teachers. The study's findings emphasize the importance of a holistic approach to policy implementation that balances access, equity, and quality. This study is an important contribution to the broader discourse on educational reforms in Ghana and beyond, highlighting the significant role of headteachers and teachers' experiences in informing evidence-based decision-making and driving sustainable change in the education system.