Are Basic School Head Teachers Transformational Leaders? Views of Teachers
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...
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2017-02-01
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| Series: | African Journal of Teacher Education |
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| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/3475 |
| _version_ | 1811259911039877120 |
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| author | Kwame Bediako Asare |
| author_facet | Kwame Bediako Asare |
| author_sort | Kwame Bediako Asare |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-12T18:39:47Z |
| format | Article |
| id | doaj.art-80c43ad431704648abfc3da65de2019c |
| institution | Directory Open Access Journal |
| issn | 1916-7822 |
| language | English |
| last_indexed | 2024-04-12T18:39:47Z |
| publishDate | 2017-02-01 |
| publisher | Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) |
| record_format | Article |
| series | African Journal of Teacher Education |
| spelling | doaj.art-80c43ad431704648abfc3da65de2019c2022-12-22T03:20:50ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222017-02-015110.21083/ajote.v5i1.34753475Are Basic School Head Teachers Transformational Leaders? Views of TeachersKwame Bediako Asare0University of Cape Coast, Ghana Northcentral University, USATransformational 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.https://journal.lib.uoguelph.ca/index.php/ajote/article/view/3475ghana basic schoolseducation leadershipeducationghana head teacherstransformational leadership |
| spellingShingle | Kwame Bediako Asare Are Basic School Head Teachers Transformational Leaders? Views of Teachers African Journal of Teacher Education ghana basic schools education leadership education ghana head teachers transformational leadership |
| title | Are Basic School Head Teachers Transformational Leaders? Views of Teachers |
| title_full | Are Basic School Head Teachers Transformational Leaders? Views of Teachers |
| title_fullStr | Are Basic School Head Teachers Transformational Leaders? Views of Teachers |
| title_full_unstemmed | Are Basic School Head Teachers Transformational Leaders? Views of Teachers |
| title_short | Are Basic School Head Teachers Transformational Leaders? Views of Teachers |
| title_sort | are basic school head teachers transformational leaders views of teachers |
| topic | ghana basic schools education leadership education ghana head teachers transformational leadership |
| url | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/3475 |
| work_keys_str_mv | AT kwamebediakoasare arebasicschoolheadteacherstransformationalleadersviewsofteachers |