Headteachers’ Leadership Styles on Job Performance of Junior High School Teachers In Tamale Metropolis
DOI:
https://doi.org/10.58425/jetm.v4i3.443Keywords:
Leadership styles, participatory leadership, headteachers, teacher performance, lesson deliveryAbstract
Aim: This research examined the influence of headteachers’ leadership styles on the job performance of Junior High School (JHS) teachers in the Tamale Metropolis. Precisely, the research sought to determine the gender distribution among headteachers, discover the degree of teacher participation in decision-making, information sharing, and delegation of duties, and assess teachers’ performance in lesson delivery.
Methods: The study adopted a cross-sectional survey design with a quantitative approach. Data were collected from 76 headteachers, 141 teachers, and 30 classroom observations using structured questionnaires and standardized lesson observation checklists. Quantitative data were analyzed using descriptive statistics, including means and standard deviations.
Results: The findings show that male headteachers (61.8%) meaningfully outnumbered female headteachers (38.2%), reflecting persistent gender inequities in educational leadership within the Metropolis. Teachers testified to moderate participation in decision-making, information sharing, and delegation, with mean scores ranging between 2.94 and 3.58. Even though educators were moderately involved and specified chances for input, their participation was not optimal, restricting their sense of proficient possession. Lesson observation findings indicated that 63.3% of teachers delivered lessons regarded “very well," and 6.7% achieved "excellent" performance. However, these high teaching performances did not consistently translate into improved Basic Education Certificate Examination (BECE) results, suggesting that other background influences, such as student willingness, shareholder support, and school culture, may also impact learning results.
Conclusion: The study concludes that while headteachers’ leadership styles moderately promote teachers’ involvement and support effective teaching practices, gender differences and limited participatory leadership remain challenges.
Recommendations: To address these gaps, the study recommends that the Ministry of Education and the Ghana Education Service to actively promote pathways for female leadership, encourage headteachers to adopt more participatory leadership approaches, and strengthen teacher qualification development to bridge the gap between classroom delivery and student performance. The findings contribute to the literature on leadership and educational performance by underscoring the importance of leadership inclusiveness and professional empowerment in enhancing educational quality in Ghana.
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Copyright (c) 2025 Sarah Akanbang, Iddrisu Bariham, Asana Iddrisu
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