Abstract:
This study had a general purpose of determining how the leadership styles adopted by of
headmasters influence teachers’ performance in senior high schools in the Kwadaso submetro.
The objectives of the study were to identify the leadership styles employed by
headmasters at the Kwadaso Sub-Metro, determine the impact of head masters’
leadership styles on Senior High School teacher’s performance, find out the challenges
head masters’ leadership style pose on teachers’ performance and to determine measures
to address the challenges headmasters’ leadership style pose on teacher performance. The
study used descriptive survey design with questionnaire as the data collection instrument.
The targeted population of the study consisted of all the six headmasters and 561 teachers
of the six senior high schools in the study area. Purposive sampling was used to select all
the six headmasters of the six senior high schools of the Kwadaso sub-metro while simple
random sampling was used to select 114 teachers for the study. The researcher
administered the questionnaire personally. The data collected was analysed descriptively
with the use of the Statistical Package for Social Sciences. The study found among others
that headmasters exhibited transformational leadership styles as they employed rewards
and punishment in their leadership functioning. Institution of regular and intensive
leadership training is one of the measures put in place to address headmasters’ leadership
challenges. Based on the findings, it is recommended for headmasters to adopt
transformational leadership style to reward outstanding performance and support teacher
professional development.
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 Master of Arts degree in Educational Leadership.
AUGUST, 2016