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Are Basic School Headteachers Transformational Leaders? Views of Teachers

Select Volume / Issue:

• Volume 2,Issue 4, July 2015

Year:

2015

Type of Publication:

Article

Keywords:

Headteachers, Leadership For Learning, Teachers, Transformational Leadership

Authors:

• Asare, Kwame Bediako

Journal:

IJIRES

Volume:

2

Number:

4

Pages:

309-318

Month:

July

BibTex:

@article{345, author = "Kwame Bediako Asare", abstract = "Transformational leadership practice is associated with improved school functioning and quality education delivery through teacher commitment and willingness to exceed target [4, 26]. The roll out of the Leadership for Learning (LfL) program in Ghana in 2009 aimed at improving, among others, the effectiveness of basic school headteachers to lead schools to promote student learning. In this study, the perception of basic school teachers as to the transformational leadership conduct of headteachers who had received training under the LfL model was explored. The purpose of this qualitative inquiry was to determine from teachers’ perceptions how the conduct of headteachers related to transformational leadership. From the study results, it was found that while teachers largely perceived their headteachers as transformational leaders, more than the influence of headteachers on teachers is required to motivate teachers to give of themselves to improve education outcomes. Recommendations and implications of the study for practice and research are considered.", journal = "IJIRES", keywords = "Headteachers, Leadership For Learning, Teachers, Transformational Leadership", month = "July", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "4", pages = "309-318", title = "{A}re {B}asic {S}chool {H}eadteachers {T}ransformational {L}eaders? {V}iews of {T}eachers", volume = "2", year = "2015", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

Transformational leadership practice is associated with improved school functioning and quality education delivery through teacher commitment and willingness to exceed target [4, 26]. The roll out of the Leadership for Learning (LfL) program in Ghana in 2009 aimed at improving, among others, the effectiveness of basic school headteachers to lead schools to promote student learning. In this study, the perception of basic school teachers as to the transformational leadership conduct of headteachers who had received training under the LfL model was explored. The purpose of this qualitative inquiry was to determine from teachers’ perceptions how the conduct of headteachers related to transformational leadership. From the study results, it was found that while teachers largely perceived their headteachers as transformational leaders, more than the influence of headteachers on teachers is required to motivate teachers to give of themselves to improve education outcomes. Recommendations and implications of the study for practice and research are considered.

Full text: IJIRES_345_Final.pdf Online version [Bibtex]