Teachers’ spirituality in instructional leadership and its influence on academic performance a case study of Nkawie senior high school in Atwima Nwabiagya district

Abstract

This study explored the perceptions of teacher’s spirituality in instructional leadership and its influence on academic performance in Nkawie Senior High School in the Atwima Nwabiagya District. A purposive sampling design was used to select a sample size of 20, involving a headmaster, teachers and circuit supervisor from Nkawie Senior High School and the District Education office, Nkawie. Qualitative interview was used to solicit information from the participants selected. Four (4) research questions were set. The data was analyzed manually by using case-study located within the interpretive-qualitative framework. Data was prepared across the respondents, immersed, transcribed, themes generated, and coded and described. Findings indicated that spirituality in instructional leadership is total dependence on deity for help and guidance in all activities. Respondents were of the view that spirituality is related to religion but not formal education. Some suggested that spirituality can be practiced by exhibiting faithfulness, truthfulness, commitment, justice, love, honesty towards co-workers. Findings also indicated that in this 21st century, instructional leaders who are honest, just, faithful, truthful, and who hate immorality and depend on God are those who can lead our educational institutions. The results also informed us that spirituality in instructional leadership help them take right decisions, plan, execute, and help an effective management of school and improve teachers’ academic performance. It was concluded that the main factor that affect teachers’ academic performance is spirituality in instructional leadership not understood. Based on the findings of the study, it was recommended that spirituality in instructional leadership practice should be captured in the national educational curriculum and be taught in schools.