Abstract:
The study focused on teachers in the Dunkwa Senior High Technical School in the Upper
Denkyira East Municipality. The main study was to identify the leadership styles and the
relationships with teacher performance. The specific objectives were to explore the
factors that influence leadership styles, the effects on teacher motivations, to examine the
performance of teachers. The mixed methods of research were used as the research
design where the data was analysed qualitatively and quantitatively. Questionnaires were
used to collect data from 70 teachers in the school. Interview guide was also used collect
data from the head master on leadership style and the relationships with teacher
performance. Descriptive statistics and correlation analysis was used to analyse the data.
The analysis of the data indicated that the head master of the school mostly adopt the
democratic leadership in his administration. In some instances, the head master adopts
autocratic leadership. It was also found that the performance of teachers from the
perspective of teachers and the head master is satisfactory. Again, democratic and
autocratic leaderships have relationships with teacher motivation. The correlation results
showed that democratic leadership has moderate relationship with teacher motivations.
Moreover, it was found that age, educational attainment and experience influence
leadership styles. The conclusion was that leadership styles of head teacher in Dunkwa
Senior Technical School affect the performance of teachers. It was recommended that
other factors such as in-service training, incentives, and bonuses should be the focus of
head masters in an attempt to enhance teacher performance.
Description:
A 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 award of the Masters of Arts (Educational Leadership) degree
