Assessing the effects of senior high school heads leadership style on teacher job performance in the Kumasi Metropolitan Educational Directorate

Abstract

The purpose of this study was to assess the effects of senior high school heads’ leadership style on teacher job performance in the Kumasi metropolitan educational directorate. The study was basically a cross-sectional descriptive survey involving the quantitative approach. Structured questionnaires were used to gather the data and the results were analyzed using descriptive statistics such as frequencies, percentages and means. A total of 150 respondents were selected randomly from the Kumasi metropolitan educational directorate. The study revealed that most of the school heads practiced autocratic style of leadership. It is important to note that majority of the participants (70%) agreed that the head’s shared vision or goal served as a source of motivation to teachers in the school. This study recommends that school head master should imbibe more of democratic rather than autocratic leadership style in their school administration in order to enhance high teacher job performance. Finally, there is the need to give head masters management and leadership skills training before being appointed as heads. Thus for one to be appointed senior high school head he/she must possess a master’s degree in Educational Administration, Educational Leadership or its equivalent