Abstract:
This study examined the influence of female transformational leadership practice for
school improvement. The descriptive correlational survey was deployed as a
research design and the quantitative research methods. The reliability test yielded
Cronbach Alpha of 0.94 depicting the appropriateness of the questionnaire for data
collection. Data was collected from 60 teachers (workers) from 10 out of 14 schools
basic and secondary schools with female principals. Questionnaire was used to
collect data from the participants for the study. Descriptive statistics were used for
the study. Findings revealed that there are somewhat high levels of transformational
leadership among female principals. The study also revealed that the practice of
transformational leadership among female principals does not depend on educational
qualification. However, at 95% confidence level, there is strong positive relationship
between the practice of transformational leadership and school improvement. Again,
female principal transformational leadership in terms of individualised consideration
and inspirational motivation positively influence school improvement, intellectual
stimulation and idealised influence have significant influence. The study
recommended there should be focus on creating a positive school climate for all
participants in educational process which would make the school a “better place for
living and learning” and that can be achieved by the practice of transformational
leadership style.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences submitted to the School of Graduate
Studies, Akenten Appiah-Menka University of Skills Training and
Entrepreneurial Development, in partial fulfilment of the requirements for
award of the Master of Arts (Educational Leadership) degree