Abstract
This was a survey study aimed at finding out the perceptions of head teachers on the leadership styles of Junior High School (JHS) head teachers within the Ejisu-Juaben Municipality. The researchers selected 50 head teachers, purposively through census. A set of closed-ended questionnaire was used, and this comprised 67 items for the JHS head teacher respondents. The data was analyzed using descriptive statistics, independent t-test, and demographic analysis. The study found, among other things, that autocratic, situational and transactional leadership styles were perceived to be the predominant leadership styles practiced by the JHS heads. The study recommended, among other things, that head teachers should practice transformational and democratic leadership styles, and that the Ghana Education Service, policy makers and other stakeholders of education should strengthen the leadership component within the JHS system for effective realization of school objectives. In this respect, appointment of headship in the school setting, especially at the JHS, ought to be made in consideration of professional leadership training, aside other requirements.
Highlights
Background to the study, there are certain characteristics, demands, and roles that are expected in school leadership
The design was used because there was the need to identify the predominant leadership styles of the Junior High School (JHS) headteachers within the schools selected for the study, and to achieve that, it was necessary to know the respondents’ beliefs and opinions about their own leadership styles as they had observed exhibited by them in their respective schools
Descriptive statistics of the study variables were highly involved in addressing the research question, “What are the predominant leadership styles of heads of JHSs within the Ejisu-Juaben Municipality as perceived by heads?” There were six variables in this respect
Summary
Background to the study, there are certain characteristics, demands, and roles that are expected in school leadership. These are performed based on individual styles and beliefs. According to [2], school leadership goes beyond organizational leadership, since school leadership demands individualized styles. Leadership style is any behaviour or practice of the leader exhibited in the course of playing his role as the school leader. Such leadership styles include democratic, laissez-faire, autocratic, situational, transformational, and transactional leadership styles. A leader may practice two, three or more styles in his or her leadership functions, depending on situations. There is a relationship between culture and leadership, based on the notion that whereas cultural norms define how organizations define leadership, leaders are thought to be experts in the creation and Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
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