Assessing head teachers’ leadership styles and their influence on academic performance a case study of selected schools in the Asokore Mampong municipality

Abstract

This study was conducted to investigate the leadership styles of headteachers and their influence on academic performance in selected government schools in the Asokore Mampong Municipality in the Ashanti Region of Ghana. Data were collected with questionnaires. A total of eighty (80) primary school teachers, head teachers and pupils were used for the study. The data were analyzed using descriptive statistics. The findings revealed that a holistic practice of the Path-Goal leadership will be the main way to improving academic performance in schools. It also indicated that teachers and pupils mostly think that the head teachers’ leadership is mostly not supportive. PTA is not seen as a moderating situational variable; instead Infrastructure and Policies, which are seen as the responsibility of government, are rather seen as key moderating variables. This means policies of government, which are implemented by GES, when improved can greatly improve academic performance. The researcher recommends that Leaders should blend the various forms of leadership styles to suit their needs in a way that can ensure good academic performance.