Leadership practices of early childdood headteachers and their relationship with teachers’ professional practices in Effutu Municipality

Abstract

The purpose of this study was to investigate the leadership practices of early childhood headteachers and the relationships they have with teachers ‘professional practices in Effutu Municipality. Specifically, it examined the relationship between transformational leadership, characterized by the Five I ‘s (idealised influence atributes and bbehaviour, inspirational mmotivation, intellectual sstimulation, and individualised cconsideration), and teachers' assessment, teaching and learning, and managing the learning environment. Four research objectives were formulated to guide the study. The study employed the descriptive survey research design. The study targeted 26 headteachers and 169 teachers in the 26 public early childhood schools. Census sampling technique was used to get all the 26 head teachers and 169 teachers. Two sets of questionnaires were used to collect the required information from the headteachers and teachers. Data was analysed using descriptive statistics, including frequencies, percentages, mean and standard deviation and inferential statistics involving the Pearson Product-Moment Corelation and independent Sample t-text with the aid of SPSS version 26. The study found that, teachers in Effutu generally exhibit high levels and strong adherence of professional behaviour, furthermore, the study revealed that there was a strong and statistically significant positive relationship between transformational leadership of the headteachers and teachers ‘professional practices. Finally, the study revealed that, females scored higher compared to males in their transformational leadership practices. Based on the findings, it is recommended that, while transformational leadership positively influences teachers' professional practices, there is a need for greater emphasis on personalized mentorship and classroom management strategies. Also, early childhood headteachers should continue motivating, inspiring, and mentoring teachers to enhance professional growth and improve teaching effectiveness. The study also recommended that, the Effutu education directorates should organise specialised management and leadership training course for those aspiring to become head teachers and also, current serving heads should undertake courses on the modern rudiments of transformational leadership practice.