Abstract:
This study explored the perceptions of teacher’s spirituality in instructional leadership
and its influence on academic performance in Nkawie Senior High School in the
Atwima Nwabiagya District. A purposive sampling design was used to select a
sample size of 20, involving a headmaster, teachers and circuit supervisor from
Nkawie Senior High School and the District Education office, Nkawie. Qualitative
interview was used to solicit information from the participants selected. Four (4)
research questions were set. The data was analyzed manually by using case-study
located within the interpretive-qualitative framework. Data was prepared across the
respondents, immersed, transcribed, themes generated, and coded and described.
Findings indicated that spirituality in instructional leadership is total dependence on
deity for help and guidance in all activities. Respondents were of the view that
spirituality is related to religion but not formal education. Some suggested that
spirituality can be practiced by exhibiting faithfulness, truthfulness, commitment,
justice, love, honesty towards co-workers. Findings also indicated that in this 21st
century, instructional leaders who are honest, just, faithful, truthful, and who hate
immorality and depend on God are those who can lead our educational institutions.
The results also informed us that spirituality in instructional leadership help them take
right decisions, plan, execute, and help an effective management of school and
improve teachers’ academic performance. It was concluded that the main factor that
affect teachers’ academic performance is spirituality in instructional leadership not
understood. Based on the findings of the study, it was recommended that spirituality
in instructional leadership practice should be captured in the national educational
curriculum and be taught in schools.
Description:
A Dissertation in Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University
of Education, Winneba, in partial fulfilment of the requirements for award of the
Master of Philosophy (Educational Leadership) degree
AUGUST, 2015