NAVIGATING LEADERSHIP: EXPLORING HEAD TEACHERS' STYLES AND JOB SATISFACTION AMONG GHANAIAN PUBLIC BASIC SCHOOL EDUCATORS

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Published: Feb 1, 2024
DOI: https://doi.org/10.5281/zenodo.10606402
Keywords:
Quality Teaching, Educational Leadership, School Effectiveness, Pedagogical Enhancement, Sub-Saharan Africa
Issue
Vol. 11 No. 1 (2024): January-March
Section
Articles

Main Article Content

Michael O. Addo
Department of Interdisciplinary Studies, Faculty of Education and Communication Sciences.
Cynthia N. Agyemang
Department of Interdisciplinary Studies, Faculty of Education and Communication Sciences.

Abstract

The global landscape of education underscores the paramount importance of quality teaching as an indispensable catalyst for effective and efficient learning within school systems. The deliberate establishment of schools is rooted in the pursuit of specific educational goals, necessitating a robust commitment to ensuring quality teaching and learning. The onus often falls on school managers and administrators to orchestrate an environment conducive to achieving these educational objectives. Central to this mission is the acknowledgment that the quality of teaching and learning is intricately tied to the allocation of human and material resources within schools, as emphasized by Armstrong (2006). However, a critical analysis of existing literature reveals a persistent challenge in Sub-Saharan African schools, where the dearth of quality leaders hampers the realization of optimal teaching and learning environments (Adeyemi and Bolarinwa, 2013; Oino and Asghar, 2018). Leadership emerges as a crucial determinant in the effective utilization of scarce educational resources, guiding schools towards their envisioned goals and objectives, as posited by Suryani (2018). Recognizing the pivotal role of leadership, it becomes imperative to view it not merely as an administrative duty but as a transformative force capable of enhancing teachers' pedagogical skills and fostering a motivating learning environment for students.


Numerous scholars, including Lumbantoruan et al. (2020) and Sayadi (2016), assert that effective leadership is a linchpin in determining a school's overall effectiveness. This abstract aims to delve into the critical nexus between leadership, pedagogical enhancement, and student motivation in the context of Sub-Saharan African schools. By synthesizing insights from diverse scholarly perspectives, the study seeks to illuminate the multifaceted role of leadership in shaping the quality of teaching and learning, thus contributing to the broader discourse on educational leadership and its impact on school effectiveness.

Article Details

Cite This Paper
Addo, M. O., & Agyemang, C. N. (2024). NAVIGATING LEADERSHIP: EXPLORING HEAD TEACHERS’ STYLES AND JOB SATISFACTION AMONG GHANAIAN PUBLIC BASIC SCHOOL EDUCATORS. International Journal of Current Educational Practice, 11(1), 1–20. https://doi.org/10.5281/zenodo.10606402

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