Effects of head teachers’ leadership styles on academic performances of basic schools in the Bosomtwe District

Abstract

The purpose of the study was to investigate the effects of head teachers’ leadership styles on academic performance of basic schools in the Kuntanase Circuit of the Bosomtwe District. The objectives of the study were to find out the leadership styles exhibited by head teachers, determine the effects of head teachers’ leadership styles on academic performance and to establish the challenges involved in head teachers leadership in basic schools. Descriptive survey design was employed using the qualitative research approach. The target population for the study was head teachers in public basic schools. The accessible population was 18 head teachers in the 18 public basic schools. Purposive sampling technique was used to select all the 18 head teachers and the basic schools. Semi-structured interview guide was used to collect data. The Attride-Stirlings guide to thematic network analysis was used to analyze the interview data. It was found that head teachers exhibited democratic leadership style, autocratic leadership style and laissez-faires leadership style. Head teachers’ leadership styles improved teacher-head teacher relationship to promote teaching and learning to enhance school performance and improved teachers’ instructional capabilities to improve performance. Challenges involved in head teachers’ leadership were poor condition of infrastructure available in the school and inadequate teaching and learning materials. It is recommended based on the findings that the Ghana Education Service and the Bosomtwe District Director of Education should address the various challenges head teachers face for effective leadership to promote academic performance of the school.