Applying Leadership for Learning (LFL) Principles in Ghana: Reflections on Their Relevance, Challenges, Prospects and the Opportunities They Offer

Abstract

From the mid-1980s up and till date, Ghana has implemented many educational projects with support from non-governmental organizations and development partners aimed at improving teaching and learning in basic schools. However, most of them have left little lasting impact, making many teachers quite cynical about the value of such interventions. Not so with the project known as Leadership for Learning (LfL) the principles of which are steadily being embraced in Ghanaian basic schools. This paper examines the relevance of the principles of LfL in the context of Ghana, the challenges associated with their application and the opportunities that they offer for improved teaching and learning in Ghana's basic schools. The paper concludes that LfL principles are relevant in the Ghanaian context, that they offer good opportunities for improving teaching and learning, and that though applying the principles is challenging, the challenges can be overcome through school level in-service training and incorporation of the principles in initial teacher-training curricula.