The perceived impact of head teachers leadership style on the performance of public basic schools in the Anglican cluster of schools of the Kwadaso Municipality

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.