Headteachers’ Leadership Styles on Job Performance of Junior High School Teachers In Tamale Metropolis

Sarah Akanbang, Iddrisu Bariham, Asana Iddrisu — Sun, 23 Nov 2025 00:00:00 +0000

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.

Rethinking Teacher Professionalization Strategies for Sustainable Development in Cameroon

Brenda Nachuah Lawyer — Mon, 08 Dec 2025 00:00:00 +0000

Aim: This study aims to examine the gaps in current teacher professionalization in Cameroon and explore how the principles of Education for Sustainable Development (ESD) can inform innovative strategies to strengthen teacher capacity and improve student learning outcomes. It further seeks to identify effective pathways for enhancing competencies needed for 21st-century teaching within the context of a knowledge-driven society.

Methods: A mixed-methods research design was employed, combining both quantitative and qualitative approaches. Data were collected from 300 teachers, 17 inspectors, and 14 educational administrators. Instruments included a structured questionnaire for teachers, a semi-structured interview guide for administrators, and a focus group guide for inspectors. Quantitative and qualitative data were analyzed to assess existing practices, professionalization gaps, and opportunities for integrating ESD-aligned innovations.

Results: Results reveal substantial disparities between current teacher practices and the competencies required for effective implementation of ESD and modern pedagogical expectations. These gaps highlight the inadequacy of traditional professional development models in responding to the complex demands of contemporary education. Overall, the findings emphasize the need for transformative professionalization strategies that align with sustainability principles and support improved teaching and learning outcomes.

Conclusion: The study concludes that innovative, ESD-guided approaches are essential for strengthening teacher capacity, empowering learners, and advancing a more sustainable and equitable society in Cameroon. Reimagining teacher training through sustainability-oriented frameworks is key to overcoming existing professionalization challenges.

Recommendation: The study recommends the adoption of contextualized, technology-integrated, and sustainability-focused professional development programs. These approaches are essential for bridging current professional gaps, enhancing student learning outcomes, and contributing meaningfully to Cameroon’s broader sustainable national development goals.

Journal of Education and Teaching Methods

Headteachers’ Leadership Styles on Job Performance of Junior High School Teachers In Tamale Metropolis

Rethinking Teacher Professionalization Strategies for Sustainable Development in Cameroon