Abstract:
The purpose of this study was to explore the influence of female head teachers’
leadership behaviour on teacher efficacy in public basic schools in the Bekwai Circuit
of the Bibiani Anwiaso Bekwai District. The objectives of the study were to determine
the leadership behaviour of female head teachers in public basic schools, find out the
level of teacher efficacy in public basic schools and to establish the effect of female
head teachers leadership behaviour on teachers self-efficacy. The study employed a
descriptive research design and used questionnaire as the research instrument. The
target population for the study was 83 female head teachers and teachers. The accessible
population was 83, consisting of 7 female head teachers and 76 teachers. Purposive
sampling was used to select all the 7 female head teachers and 76 teachers in the 4
Junior High Schools and 3 primary schools for the study. The reliability test yielded
cronbach alpha of 0.85. The data was analysed descriptively using the Statistical
Package for Social Sciences (SPSS) version 20.0. The study found among others that
the female head teachers involved teachers in the preparation of the School
Performance Improvement Plan (SPIP) and delegated responsibilities to other teachers
when necessary. The teachers were able to control disruptive behavior in the classroom
and made their teaching interesting and effective. The female head teachers leadership
behavior created supportive environment that enabled teachers to maximize their
potential to be able to teach to the understanding of students. It is recommended based
on the findings that the Ghana Education Service (GES) should organize regular
seminars, forums and workshops on effective leadership styles for all heads of
educational institutions in the district to further improve heads leadership behaviour.
Description:
A Project Report in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfillment of the
requirements for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2018