Abstract This study aims to explore diverse perspectives on strategies for enhancing academic performance in Ghanaian Junior High Schools (JHSs). Recognizing the importance of context and stakeholder input, the research investigates the perceptions of teachers, headteachers, and school improvement support officers (SISOs) regarding effective school improvement practices. The study examined two Ghanaian districts using a qualitative case study design within an interpretive paradigm. Purposive sampling with maximum variance was used to target 20 participants, including 10 teachers, five headteachers, and five SISOs. Semi-structured interviews were used for data gathering, and the results were subjected to thematic analysis to find trends and common viewpoints. JHS performance thrives on a four-pronged approach: well-equipped schools, empowered teachers, engaging lessons, and a supportive community. Inadequate funding, limited technology, and community challenges, however, pose hurdles to progress. This study surpasses static analyses of JHS performance by amplifying stakeholder voices and advocating for context-specific solutions. Recognizing the unique needs of individual contexts, it champions tailored interventions – not one-size-fits-all approaches. This study promotes an "ecosystem of action" for sustained growth across different JHS environments by providing school leaders with practical solutions for stakeholder collaboration, parental involvement, and teacher motivation.