Abstract:
The purpose of the study was to investigate the relationship between the
transformational leadership practices of senior high school heads as perceived by
teachers and the motivation levels of teachers in the Assin South. Additionally, the study
explored the mediating role of gender differences in the relationship between
transformational leadership practices of the school heads and the motivation levels of the
teachers. Correlational Research Design was used for the study. The researcher used the
stratified sampling technique to sample one hundred (100) senior high school teachers in
the Assin South District. Data were obtained by means of a questionnaire. Pearson
Product Moment Coefficient was carried out to determine the relationship between
leadership practices of school heads and the self-assessed motivation levels of teachers
whiles Baron and Kenny (1986)’s four-step regression method was used to determine
the mediating role of teachers’ gender in the relationship between the two variables. The
results of the study showed that there is a significant positive relationship between
leadership practices of school heads and the self-assessed motivation levels of teachers
in the Assin South District and this suggests that leadership practices of school heads
influence the motivation levels of teachers. The correlation was shown to be significant
at 0.01 showing that the relationship was strong. Again, the results of the study showed
that gender does not mediate the relationship between the leadership practices of school
heads and teacher motivation levels. Therefore, it was recommended that schools heads
should have mutual communication with teachers, help and support them, exhibit
behaviours based on justice, equality and honesty, create a strong vision around common
objectives, share school-related tasks with employees, and improve their skills and also
school leaders/heads need to have adequate knowledge of the principles of
transformational leadership and apply them in their daily practices to have the
cooperation and support of all school staff.
Description:
A thesis in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies in partial
fulfilment of the requirements for the award of the degree of Master of Philosophy
(Educational Leadership) in University of Education, Winneba
JUNE, 2021