Abstract:
Leadership styles teachers‟ exhibit within their classrooms cannot be over emphasised
in teaching and learning because it has both negative and positive effects on students‟
participation in the classroom. The study therefore, explored teachers‟ leadership
styles as a correlation of students‟ class participation in basic schools at Ga Central
Municipality. The cross-sectional survey design was adopted for the study. The
population comprised all Junior High School teachers and students at Ga Central
Municipality with the target and accessible population comprising all public Junior
High School teachers and students in the five selected Junior High Schools.
Multistage sampling techniques were employed to select one hundred and fifty (150)
participants for the study comprising 50 teachers and 100 students. Instrument used
for data collection was a structured questionnaire. By submitting the questionnaire to
the researcher‟s supervisor for scrutiny, content validity of the instrument was
ascertained. Through test-retest method, Chronbach‟s alpha reliability coefficient of
0.78 was obtained. Data collected were analysed employing frequency counts,
percentages and pie- charts. The results showed that most of the teachers (78%)
employed democratic leadership style in schools. However 72% of the students were
of the view that, the teachers adopted autocratic leadership style thus affecting their
performance. In addition, it was unleashed by both parties that conducive classroom is
crucial for effective classroom interaction. Finally, both parties established a negative
impact of leadership styles on classroom participation with regard to exhibiting cold
attitudes towards classroom participation circumstances which affect their
performance. It was recommended that, school authorities should encourage teachers
to adopt innovative ways to ensure full participation of students in classroom
activities whereas teachers should therefore adopt different leadership styles to deal
with students in and outside the classroom to ensure full participation of students.
Description:
A project in the Department of Educational Foundations,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
(Post-Graduate Diploma in Education (PDGE)
in the University of Education, Winneba
JANUARY, 2021
