Challenges faced by headteachers in setting school goals and expectations in basic schools: A case study of Asante Akim North Municipality, Ghana

This study explored leadership barriers to goal framing and setting expectations in public schools in Ghana, focusing on headteachers’ experiences and the institutional constraints they face. Public schools in Ghana are frequently characterized by unclear, multiple, or absent goals, hindering effective planning and learner achievement. Headteachers, as key leaders, are responsible for establishing school goals and expectations; however, heavy workloads, diverse stakeholder interests, and systemic constraints present significant challenges. Adopting a phenomenological approach and a qualitative research design, the study utilized purposive maximum variation sampling to capture a broad range of perspectives across junior high, primary, and kindergarten levels in the Asante Akim North Municipality. Schools were stratified by educational level and rural-urban setting, with participants categorized as headteachers, School Improvement Support Officers [SISOs], and lead teachers. From a population of 129 staff across 69 public schools, 23 headteachers, 5 SISOs, and 22 lead teachers were selected. Responses were obtained from 11 headteachers, 4 SISOs, and 10 lead teachers, each with over 15 years of professional experience. Data were gathered via semi-structured questionnaires and interviews. Guided by an interpretive philosophical approach, the responses were transcribed, coded, and analyzed to identify emerging themes. Findings indicated that inadequate coaching and orientation limit teachers’ ability to contribute to goal development. Additional challenges included unsustainable government policies, poor dissemination of school mission and vision statements, and difficulties in formulating Specific, Measurable, Achievable, Realistic, and Time-bound (SMART) goals. Financial constraints and limited expertise further undermined effective goal-setting. The study recommends targeted orientation programs on goal-setting policies, as well as workshops and seminars to enhance skills in developing school goals, objectives, mission, and vision statements. Furthermore, regular monitoring should be instituted to ensure that schools set and adhere to realistic, achievable goals.