Abstract:
The Ghana Education Service (GES) is facing challenges in school leadership and hence a lot of
criticisms on basic school performances. The issue is whether school leadership relates to school
performances and that there is the need for transformation leadership. The purpose of this study
was to discuss self-reported leadership practices inventories (LPI) of graduate students to highlight
their transformational school leadership potentials. The study participants were conveniently
sampled from two Ghanaian public universities. Data from the self-reported LPI scores indicated a
strong sense of self belief and the leadership potentials (M=48.93, sd=6.47). Gender differences in
transformational abilities showed no statistical significance (t=-0.93, df=198, p=0.07), and the
same with institutions (t=-0.99, df=198, p=0.38). However, the only statistical differences came
from gender groups’ report on “Enable Others to Act” (t=-1.72, df=198, p=0.01).Discussions
focused on the need for a more futuristic thinking, people-focused skills, the practices of
enablement, and the avoidance of discrimination against women in school leadership within GES.
Five recommendations were made for transformational leadership in GES including INSET
leadership contents, a research and development of school leadership mode, and a national
certification policy.
