This project was undertaken to ascertain the factors contributing to boys’ achievement in Guyana’s schools. To determine this, four supporting questions were used to garner stakeholders’ perceptions and draw conclusions. The literature review showed that the gender of teachers, curriculum, fathers’ involvement, and form of assessment may influence boys’ academic achievement in school. The project used a qualitative approach design to help clearly understand the views and perceptions of teachers, boys, and community members. Data was gathered using focus group discussions, questionnaires, interviews, and school records. Also, subjects taught in schools were not of interest to boys who had a preference for hands-on or practical programs. Further, most boys had no father in their homes to model or lend them educational support. Test and evaluation approaches used by schools were not the preferred mode for boys.
The transformational strategy implemented include the transformational leadership perspective of shalom and servant leadership. It proved productive since the evaluation of a two-day consultation indicated that parents and other stakeholders must continuously collaborate to bring awareness to their community in order to address the problems boys’ face at school. Recommendations were made for education policy change that dictate collaboration among stakeholders using consultation forums in every community to bring awareness for change. Recommendations also included education program changes to ignite boys’ interest in education.