Basic school head teachers in Ghana play a vital role in shaping student outcomes. Despite their importance, the complex leadership challenges they face have received inadequate attention from scholars and analysts. This study focused on the Tamale Metropolis, where poor student performance has been a concern. Using a cross-sectional design, 152 respondents were selected through purposive and random sampling. Questionnaires and interview guides served as primary data collection tools, with Cronbach's alpha (α) values of 0.853 and 0.750, indicating validity and reliability. The study revealed that basic school head teachers face numerous challenges, including teacher-related, pupil-related, and parent-related issues. Teacher-centered challenges were ranked highest (30.28%), followed by pupil-centered challenges (22.78%). Key challenges included teacher and pupil absenteeism, lateness, and irregularity. This study recommends that the Ministry of Education/Ghana Education Service (MoE/GES) enhance logistics support for head teachers through School Improvement Support Officers (SISOs) and implement stricter regulations on staff and pupil movement to address absenteeism.

 

Key words: Head teacher, basic school, challenges, education, learning outcome.