Abstract:
This study sought to assess ‗how‘ leadership styles of the headmasters and
headmistresses in five selected schools affect the performance of teaching staff in
those schools. The study was to find ‗why‘ certain leadership styles of the heads result
in certain job performances on the part of the teachers. Both qualitative and
quantitative research approaches were adopted for this study. The type of question
used for the interview was exploratory in nature. In terms of the quantitative aspect
however, a survey approach that relied on the use of questionnaires was adopted. Two
sets of instruments (Semi-structured Interview guide and questionnaire) were used in
gathering data for the study. The questionnaires were distributed among the teachers
of the selected schools for the needed information. The population of this study was
all headmasters and headmistresses as well as teachers who teach in Senior High
Schools in the Kumasi Metropolis. Five headmasters/headmistresses from the five
selected study schools in the Kumasi Metropolis were chosen using the nonprobability
technique of purposive sampling. Also, in selecting 230 teachers for the
survey questions, the study adopted the probability sampling method of simple
random sampling. The results gathered were then subjected to statistical computations
using frequencies, percentages and graphs. The study concluded that if the appropriate
leadership styles and positive relationships are adopted by school heads, teachers are
likely to cooperate and work hard to give optimum performance that will help achieve
the goals of their schools. It is therefore recommended that performance appraisal
should be conducted for Senior High School heads and their teachers in a regular
fashion to provide a ready reference on the performance of each school.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Philosophy (Educational Leadership)
degree
AUGUST, 2017