Abstract:
The purpose of the study was to assess the influence of leadership styles of headmasters
of public senior high schools, and also identify how these leadership styles influence
teacher effectiveness. The specific objectives were however to examine the personal
qualities of Heads required to enhance their performance as perceived by teachers in
the school, assess the leadership style of headmasters as perceived by teachers, examine
the relationship between leadership style and teachers’ performance, and seek the
suggestions of teachers on the skills needed by headmasters to improve their leadership
style and effectiveness. Using purposive sampling technique in selecting the two
schools, a simple random sampling technique was used in selecting a sample of 110
teachers for the study. The frequency distribution and descriptive statistical test were
used in analyzing the data. A pilot study was conducted at the Junior TESS Basic
School. All the Cronbach alpha values were above the 0.7 threshold indicating an
internal reliability of the research instrument. In terms of personal qualities of
headmasters, the study found that headmasters established clear and consistent vision
for the schools. They also build a learning community by trusting teachers, and is highly
visible to both staff and students. Headmasters however could not offer adequate
teaching resources. On leadership styles, the most dominant leadership styles adopted
by headmasters were the strategic leadership style, transactional and the autocratic
leadership style. It was found however that teachers performed poorly on professional
conduct. In terms of relationship between leadership style and teacher performance, the
study found a positive and significant relationship between autocratic transactional and
strategic leadership styles and teacher performance.
Description:
A dissertation in the Department of Educational Leadership, submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Arts
(Educational Leadership)
in the Akenten Appiah-Menka University of Skills Training and Entrepreneurial
Development
JULY, 2021