Mixed methods research reveals challenges in teacher transition to headship in public basic schools, indicating a need for improved training programmes.
Key Points
The study finds that the transition process for headteachers is poorly structured and often biased.
Around 94% of selected teachers and headteachers participated, highlighting robust data collection efforts.
Qualitative and quantitative analyses identified training gaps and resource deficiencies hindering headteacher performance.
Recommendations include systematic pre and post-training programmes for newly appointed headteachers.