Impact of leadership styles on teacher job performance in the Kumasi metropolis the moderating role of teacher self-efficacy

Abstract

This thesis aimed to study the teacher leadership style effects on teacher job performance within the Basic Schools of the Kumasi Metropolis of Ghana. Three leadership styles were examined; these are transformational, transactional and instructional. This was followed by an assessment of a moderation role of teacher self-efficacy in the association amongst the three styles of leadership and teacher job performance. The study employed the Path-Goal and Self-efficacy theories to provide a foundation for this work and subsequently formulated the study’s framework and propositions. The study’s framework therefore guided the formulation of its objectives, questions, and hypotheses development. Before achieving this, an extensive review of prior literature was undertaken on the variables of interest. The survey questionnaire approach was employed for data collection within fifteen basic schools of the Kumasi Metropolis of Ghana. The regression methodological approach (using STATA version 14) was used to empirically test the relationships amongst the variables of interest and to establish the relationships. The study found a positive and a statistically significant impact of transformational and instructional leadership styles on teacher job performance. On the other hand, the results indicate that teacher self-efficacy reinforces the positive impact that instructional leadership style has on teacher job performance. It can therefore be suggested that principals must ensure that operational policies within their institutions have teacher creative self-efficacy as one of their core mandates. This piece of work is significant as it adds to our knowledge on the leadership literature, and advances the psychology of emotions literature by exploring the role of teacher self-efficacy from the perspective of basic education in Ghana.