Abstract:
School leadership is supposed to be effective, strategic and transformative; resulting in
high teacher commitment and motivation to do more than they are originally expected to
do. The study examined the influence of headteacher’s transformational leadership
practices on teacher organizational commitment in the Upper Manya Krobo District in
the Eastern region. Cross-sectional descriptive survey design was used for the study. The
purposive sampling technique was used to select 200 teachers from the district for the
study. A 35-item Likert scale questionnaire was used for the data collection. Basic
descriptive statistics were computed and the Spearman correlation analysis at an alpha
level of .05 was used to explore the relationship between headteacher transformational
leadership and teacher commitment. The study revealed that teachers perceived their
headteachers to practice transformational leadership slightly above average. It was also
evident that teachers had slightly weak commitment to the Ghana Education Service or
School Management, but had passion and a sense of responsibility to the school children.
The study also found weak but positive and statistically significant relationships between
transformational leadership practices and teacher’s affective, and continuance
commitments as well as positively weak but insignificant relationship between
transformational leadership practices and teacher’s normative commitment The study
recommended a leadership training programme, designed to improve and to increase
headteacher's transformational leadership practices for public and private basic school
teachers. Furthermore, a Ghanaian school leadership model that will examine the context
of competencies, a typology of skills, for national school development was recommended
as a necessity.
Description:
Project Report 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 the
award of Master of Arts degree in Educational Leadership.