Headteachers Effectiveness in the Context of School Leadership: Perspective of Basic School Headteachers in Tamale Metropolis, Ghana

Abstract

The effectiveness of headteachers is a critical determinant of school success, particularly in Ghana's basic educational system. This study examined the dynamics of school leadership within basic schools in the Tamale Metropolis, stressing how headteachers’ leadership practices impact school performance, teacher motivation, and student outcomes. Employing a quantitative approach, data were collected through questionnaire administration from a sample size of 136 headteacher respondents who were surveyed. Descriptive and inferential statistics were employed in analyzing the data. The findings showed that all twelve (12) considered predictors collectively accounted for a modest 96.8% of the variance observed in the leadership effectiveness of headteachers (f (7.522) = 336.035, p < 0.05). The study further found that the headteachers functioned with a participatory democratic leadership model because they involved the teaching and non-teaching staff, learners, parents, and community stakeholders in their administration and leadership.