Influence of heads’ leadership styles on teachers’ effectiveness in public senior high schools at Ahafo Ano North of the Ashanti Region

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.