Abstract:
The study was conducted to explore the perceived impact of the head teachers’ leadership
style on the performance of public basic schools in the Sene West District of the Brong
Ahafo Region. The objectives of the study were to find out the leadership styles of head
teachers in public basic schools in the Sene West District, 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. A descriptive survey design was used for the study. Closed ended
questionnaire was used to collect data for the study. The population for the study was 127
head teachers and teachers. Purposive sampling technique was used to select the 46 head
teachers and their assistants while simple random sampling was used to select 81 teachers
for the study. The study found among others that, head teachers and their assistants
demonstrated democratic leadership style, autocratic leadership style and laissez-faire
leadership styles in their various schools. The leadership style of head teachers enabled
them to provide frequent feedback to teachers regarding classroom performance and also
effectively improved head teacher- teacher relationship to enhance school performance. It
is recommended that, the Ministry of Education and the Ghana Education Service should
improve on teacher’s motivation to enable them to maximize their teaching and learning
capabilities to improve school performance.
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 fulfilment of the requirements
for award of the Master of Arts (Educational Leadership) degree
NOVEMBER, 2016