Perceived leadership styles of headteachers in high and low achieving public basic schools of the Bosomtwe Atwima Kwanwoma district of the Ashanti region of Ghana
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University of Cape Coast
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v, 112p. :ill
The purpose of this study was to find out the leadership styles headteachers exhibit in public basic schools in the Bosomtwe Atwima Kwanwoma District of the Ashanti Region. The study was specifically interested in finding out the factors accounting for high performance in particular schools in the district and those responsible for low performance in other schools of the same district. Questionnaires were used as the instrument for the study. Out of a sample population of sixty, fifty responded. The data was analysed using Statistical Package for Social Sciences (SPSS). There were divided opinions by teachers concerning the leadership styles their heads used. One-third of teachers from both high and low achieving schools described their heads as democratic leaders. One-third of teachers from high achieving schools also described their heads as situational leaders. Teachers from low achieving did not associate their heads with situational leadership. Twenty-one percent and 41% from both high and low achieving schools respectively perceived their heads as autocratic leaders. Both heads and teachers admitted the great significance of positive personal qualities such as good health, neatness, sound mental ability, commitment, fairness, firmness and courage in the management process. They also regarded academic qualification in education management as a necessary ingredient in school administration. The study recommends that teachers and headteachers be assisted more by educational authorities to acquire more knowledge and skills in the universities to school administration.
The purpose of this study was to find out the leadership styles headteachers exhibit in public basic schools in the Bosomtwe Atwima Kwanwoma District of the Ashanti Region. The study was specifically interested in finding out the factors accounting for high performance in particular schools in the district and those responsible for low performance in other schools of the same district. Questionnaires were used as the instrument for the study. Out of a sample population of sixty, fifty responded. The data was analysed using Statistical Package for Social Sciences (SPSS). There were divided opinions by teachers concerning the leadership styles their heads used. One-third of teachers from both high and low achieving schools described their heads as democratic leaders. One-third of teachers from high achieving schools also described their heads as situational leaders. Teachers from low achieving did not associate their heads with situational leadership. Twenty-one percent and 41% from both high and low achieving schools respectively perceived their heads as autocratic leaders. Both heads and teachers admitted the great significance of positive personal qualities such as good health, neatness, sound mental ability, commitment, fairness, firmness and courage in the management process. They also regarded academic qualification in education management as a necessary ingredient in school administration. The study recommends that teachers and headteachers be assisted more by educational authorities to acquire more knowledge and skills in the universities to school administration.
Keywords
School leadership, Leadership, Leadership styles, Basic schools