The School Improvement Support Officer (SISO): Challenges They Encounter

The School Improvement Support Officer (SISO) plays a vital role in promoting quality education at the basic school level. As a representative of the Ghana Education Service (GES) at the circuit level, the SISO acts as a bridge between the district education office and schools. Their responsibilities include supervising teaching and learning, mentoring teachers, monitoring school performance, and ensuring the effective implementation of educational policies. However, despite the significance of their role, SISOs face numerous challenges that hinder their effectiveness.

One major challenge is the lack of logistics and resources. Many SISOs do not have reliable means of transportation to visit schools regularly, especially in remote and hard-to-reach communities. Some must rely on public transport or personal resources to carry out their official duties. Additionally, the absence of essential tools such as laptops, tablets, stationery, and monitoring instruments makes their work more difficult and less efficient.

Another significant issue is poor communication and coordination within the education structure. In some districts, the flow of information between SISOs, headteachers, and district offices is slow or inconsistent. This hampers the planning and implementation of school improvement activities. The situation is worsened by weak internet connectivity and limited access to ICT facilities, particularly in rural circuits.

Moreover, SISOs often manage large workloads and oversee vast geographical areas. In many cases, a single officer is responsible for monitoring several schools spread across wide regions, making it nearly impossible to conduct regular visits. Consequently, some schools may lack proper supervision for extended periods, leading to gaps in teacher support and declining teaching standards.

Limited professional development opportunities also affect the effectiveness of SISOs. Many have not received refresher training or workshops for years, leaving them unprepared for current educational trends and modern supervisory techniques. Continuous professional development is essential for them to remain competent and relevant in a changing educational landscape.

Furthermore, low motivation and insufficient recognition for their efforts are major concerns. SISOs often work under challenging conditions but receive little acknowledgement or incentive for their contributions. Acknowledgements in allowances, limited promotion opportunities, and a lack of support from authorities contribute to frustration and low morale.

Resistance from some teachers and headteachers further complicates the situation, as they may view supervision as a fault-finding exercise rather than a supportive process. This negative perception creates tension and hinders collaboration between SISOs and school staff, undermining the goal of improving teaching and learning.

Lastly, poor infrastructure in schools also affects the work of SISOs. Supervising schools that lack basic facilities—such as classrooms, furniture, and teaching materials—makes it challenging to achieve meaningful improvement, regardless of the officer’s efforts.

In conclusion, the School Improvement Support Officer plays a crucial role in ensuring effective teaching and learning in Ghana’s basic schools. However, the challenges they face—ranging from inadequate logistics to low motivation—significantly impact their performance. To strengthen their work, the Ghana Education Service must provide the necessary resources, enhance communication systems, offer regular training, and recognise the contributions of SISOs. When these challenges are addressed, SISOs will be better positioned to drive real improvement in the nation’s education system.