Improving Quality Education through Leadership Communities of Practice – Study Report

This study examined how Leadership Communities of Practice (LCoPs) strengthen Early Childhood Education (ECE) in Ghana by fostering leadership and improving practices at school and stakeholder levels. Conducted across three districts—Ho West, Komenda-Edina-Eguafo-Abirem (KEEA), and Binduri—the study used interviews, group discussions, and observations to gather data from education partners, School Management Committees (SMC), and community members.

Inquiry-based learning cycles emerged as key to developing leadership within LCoPs, promoting collaboration, reflection, and problem-solving. These cycles enabled distributed leadership, enhancing facilitation skills, empathy, and collective ownership of educational improvements. Stakeholders, including parents and local communities, became more engaged in school activities, boosting accountability and transparency.

At the school level, LCoPs improved teaching by deepening teachers’ understanding of play-based curricula, resulting in child-centred methods and increased enrolment. The study highlights LCoPs’ transformative potential but calls for continued support to scale the model nationwide.