Determinants of academic performance of armed forces schools: perceptions of teachers of Ghana armed forces basic schools

The purpose of the study was to investigate the determinants of academic performance in armed forces basic schools from the perspectives of teachers in Ghana Armed Forces basic schools. The study was underpinned by Maslow’s Hierarchy of Needs and McGregor’s Theories X and Y. A concurrent mixed method approach was used, allowing the authors to utilise both qualitative and quantitative evidence. Specifically, the study employed semi-structured questionnaires and interviews to collect data from sixty-one (61) participants. The study utilised simple random sampling for collecting qualitative data, while purposive sampling was employed for gathering quantitative data. The outcomes of the study revealed that prescribed school uniforms for teachers, effective supervision and inspections, teacher motivation, parental concern, as well as safety and security of armed forces schools, contribute to the academic performance of these schools. Other determinants identified include the conduciveness of the school environment, good leadership, and discipline among learners, teachers, and school administrators. The authors suggested that the study should be extended to other armed forces schools to consolidate the findings and help formulate recommendations to inform theory, policy, and practice.