The influence of headteachers’ leadership styles on science instruction in selected junior high schools

Abstract

This study was designed to investigate how junior high school headteachers leadership styles influenced changes in the science teachers' instructional practices. The target population consisted of 100 headteachers, 6 SISOs and 50 science teachers in over 100 public junior high schools in the Obuasi Municipality in the Ashanti Region of Ghana. Descriptive survey was used for the study. However, the accessible population was 80 and the sampled population is 40 which comprised 10 headteachers, 4 SISOs and 26 science teachers from the 10 public Junior High School in the Municipality. Data was collected through questionnaires, in-depth interviews and document analysis with 10 headteachers, 4 SISOs and 26 science teachers from JHS schools in the Obuasi Municipality in the Ashanti Region. The reliability coefficient of 0.78 which was considered to be strong was used. Validity of the instruments was fostered through data triangulation, credibility and trustworthiness of the data was ensured through member checking. From the study, it can be concluded that headteachers' leadership style can have a significant impact on science instruction in schools. The leadership style adopted by the headteacher can either facilitate or hinder the delivery of effective science instruction. Furthermore, the headteacher's personal beliefs and values, the culture of the school, and the support provided to science teachers can all influence their leadership style. To improve science instruction in Obuasi schools, it is critical that headteachers adopt a leadership style that fosters innovation, creativity, and collaboration. By doing so, schools can create a learning environment that is engaging, exciting, and relevant to students' lives, and ultimately, improve the quality of science instruction. Based on the findings it was recommended that school head teachers should employ varieties of styles than concentrating on autocratic which does not allow teachers to give off their best and meaningful and creativity in preparing the lesson and pupils assessments including completing the syllabus. Finally, the study recommended mentoring program for newly appointed and underperforming head teachers to install leadership skills in order and encourage teacher effectiveness.