Abstract:
Leadership is very necessary in an organization to shape the goals, coordinate efforts,
motivate employees and monitor their performances. Therefore, this study assessed the
influence of headteachers’ transformational leadership practices on teacher
organizational commitment. Descriptive survey design was used in this research. The
target population for the study was all the teaching staff in all public basic schools in the
Kwadaso circuit of the Kwadaso Municipality of which a sample size of 200 teachers
and 4 head teachers was taken for the study. Descriptive statistics, percentages, tables,
graphs were used to present the data analyzed from the field. The analysis of data
collected revealed that teachers who perceived their headteachers as not able to meet
their individual needs were also not intellectually stimulated. Head teachers who serve
as role models also inspire and motivate their teachers. Headteachers’ openness and
sincerity in dealing with their subordinate teachers led to teachers accepting their vision
of what could be achieved academically. When leaders are open and sincere, it also elicits
trust from their followers. It was also revealed by the study that teachers placed higher
premium on the social and economic benefits above personal satisfaction and loyalty
values when inspired by their headteachers. The study further found weak but positive
and statistically significant relationships between transformational leadership practices
and teacher’s affective, and continuance commitments in that, heads who serve as role
models and inspire their teachers are somewhat positively related to teacher's emotional
attachment or feeling towards their educational institutions. It was recommended among
others that headteachers should do everything they can to arouse their teachers’ emotions
and identification with them so that they can mentor and coach them to meet the
challenges of the profession. Head teachers must also, provide opportunities for teachers
to interact and collaborate with each other to build strong professional ties that will
promote high level of affective commitment among the teachers
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Research and
Graduate Studies, University of Education, Winneba in partial fulfillment of the
requirement for the award of Master of Arts
(Educational Leadership) degree.
