Abstract:
The study was conducted to investigate the perceived impact of the head teachers’
leadership style on the performance of public basic schools in Anglican Cluster of
Schools in the Kwadaso Municipality of the Ashanti Region. The objectives of the study
were to find out the leadership competencies and expertise of head teachers, determine
the leadership styles of head teachers, ascertain the perceived impact of leadership style
of head teachers on teachers’ commitment and to determine the perceived effect of the
leadership style of head teachers on the school and student’s performance in the Anglican
Cluster of Schools. The target population of study was 80 consisting of 6 head teachers, 6
assistant head teachers and 68 teachers. Census technique was used to select all the head
teachers, assistant head teachers and teachers for the study. Closed ended questionnaire
was used as the data collection instrument for the study. The study found among others
that head teachers and their assistants had professional training in educational leadership
and human resource management. Also head teachers involved teachers in decision
making on academic policies of the school and provided frequent feedback to teachers
regarding classroom performance. Head teachers leadership style enabled teachers to
complete the syllabus on time. It was recommended based on the findings and
conclusions that, the Ghana Education Service and the Municipal Director of Education
should insist on the use of leadership styles that influence teachers’ commitment to
promote teaching and learning by heads of educational institutions under their care.
Description:
A Dissertation 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 Philosophy (Educational Leadership) degree
JULY, 2020