Are Basic School Head Teachers Transformational Leaders? Views of Teachers

  • Kwame Bediako Asare University of Cape Coast, Ghana Northcentral University, USA
Keywords: Ghana Basic Schools, education leadership, education, Ghana head teachers, transformational leadership

Abstract

Transformational leadership practice is associated with improved school functioning and quality education delivery through teacher commitment and willingness to exceed targets or educational benchmarks (Balyer, 2012; Nedelcu, 2013).  The establishment of the  Leadership for Learning (LFL) program in Ghana in 2009 aimed at improving the effectiveness of basic school head teachers to better lead schools to promote student learning.  In this study, the perceptions of basic school teachers as to the transformational leadership conduct of head teachers who had received training under the LFL model were collected and reviewed.  The purpose of this qualitative inquiry was to determine from teachers’ perceptions how the conduct of head teachers related to transformational leadership.  From the study results, the findings indicated that while teachers largely perceived their head teachers as transformational leaders, more than the influence of head teachers is required to motivate teachers to give of themselves to improve education outcomes. Recommendations and implications of the study for practice and research were considered.

Author Biography

Kwame Bediako Asare, University of Cape Coast, Ghana Northcentral University, USA

Asare is an academic staff member of the Institute of Education of the University of Cape Coast, Ghana and a doctoral candidate with Northcentral University, USA. Asare is a teacher professional development leader and a resource person for the leadership for learning Ghana team concerned with improving the effectiveness of school and education leaders to improve student learning. His research activities focus on leadership in education, teacher education, and contemporary issues in education.   

Published
2017-02-15