Abstract:
Several studies have been carried out to discern the relationship between leadership
styles of heads of second cycle institution and teacher motivation to perform but such
studies have not been carried out on a large scale in the Ashanti Region of Ghana. This
study therefore sought to investigate the leadership style used by the Heads of second
cycle institutions in the Ashanti Region of Ghana and whether the leadership styles
adopted motivates teachers to perform satisfactorily. Sample of five Senior High Schools
(SHS) in the Kumasi metropolis were used for the study. Simple frequencies and
percentages were used to analyze the data. Of the five headmasters interviewed, four
revealed that they more often than not use democratic leadership style while all the five
maintain that in addition to democratic style they again maximize the use of transactional
style. The study adopted a mixed method by the use of both qualitative and quantitative
approach involving the use of questionnaire and interview. The findings revealed
therefore that the Heads of the five SHS in the Kumasi metropolis used the democratic,
transactional leadership styles extensively while Management By Objective (MBO) and
Management By Wandering Around (MBWA) were also used on limited scale.
Leadership styles such as laissez faire, autocratic and paternal were rarely used. It is
recommended however that other forms of leadership styles such as situational leadership
style, pacesetter style should also be used when necessary.
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 fulfillment of the
requirements for the award of Master of Arts (Educational Leadership) degree
DECEMBER, 2018