Evaluating Head Teachers' Leadership Styles And The Perceived Job Satisfaction Of Public Basic School Teachers In Ghana
Abena Yaa Boateng
Faculty of Education and Communication Sciences, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Tanoso, Kumasi, Ghana.
Kwame Osei Mensah
Faculty of Education and Communication Sciences, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Tanoso, Kumasi, Ghana.
Abstract
In educational settings worldwide, the importance of quality teaching as a catalyst for effective learning is widely acknowledged. Schools are intentionally established institutions with the primary objective of facilitating meaningful learning experiences. Achieving this goal hinges significantly on the leadership and management efforts of school administrators and managers. Human and material resources allocated to schools play a pivotal role in shaping the quality of teaching and learning experiences. However, research in Sub-Saharan Africa has consistently highlighted the dearth of effective school leaders, posing significant challenges to the provision of quality education. Existing literature underscores the critical role of leadership in optimizing the utilization of educational resources to achieve desired educational outcomes. Effective school leadership is crucial for enhancing pedagogical practices among teachers and fostering a conducive learning environment that motivates students to engage actively in the learning process. Scholars have emphasized the pivotal role of leadership in determining the overall effectiveness of schools in meeting educational objectives. This abstract provides insights into the essential role of leadership in ensuring quality teaching and learning experiences in schools. It highlights the significant impact of effective leadership practices on enhancing pedagogical skills among educators and promoting student engagement and achievement. By recognizing the centrality of leadership in educational improvement efforts, policymakers and educational stakeholders can prioritize initiatives aimed at cultivating effective school leadership practices to enhance educational outcomes