Assessing The Role Of Change Champions As Advocates For GES Staff Reforms: A Case Study Of (Divine Mercy R/C Basic School)

Abstract

Ghana Education Service (GES) has introduced numerous reform initiatives with the aim of improving teacher performance, professional development, and overall educational quality. The success of these reforms has often been constrained by limited ownership and ineffective change management strategies. This brings to the discourse the role of champions. Change champions are individuals within schools who actively promote, support, and sustain change. These are recognized as crucial advocates in bridging the gap between reform policies and their adoption and practical implementation. This research aims to evaluate the role of these change champions as advocates for GES staff reforms, using Divine Mercy R/C Basic School as a case study. The study is guided by three objectives such as to examine the strategies used by change champions in advocating staff reforms. The research is grounded in change management theories and organizational readiness for change. These theories highlight the significance of internal advocates in influencing staff behavior, reducing resistance, and building momentum for sustainable change. A qualitative case study approach will be used, semi-structured interviews and observation with teaching and administrative staff of Divine School. Purposive sampling will be used to identify 8-10 participants, including key change champions. Data will be analyzed thematically and observe ethical factors, including obtaining informed consent and ensuring confidentiality. The findings of the study are expected to contribute to both theory and practice by deepening understanding of how change champions influence reform outcomes in educational institutions. The study will also provide practical recommendations for empowering change champions, thereby enhancing the effectiveness and sustainability of GES reforms at the basic school level.