An Empirical Assessment of Leadership Styles on Teacher Commitment in Basic Schools in Ghana

Peace Kumah

Abstract


The study sought to assess the extent to which the nine leadership facets affect teacher commitment in Ghanaian basic schools. The quantitative survey method was used to collect data from 356 participants from 44 selected basic schools within the Greater Accra metropolitan. Multifactor Leadership Questionnaire 5X and the Three Component Model employee commitment instruments were used. The Statistical Package for Social Scientists procedures on multiple linear regression and independent sample t-test were run on the survey data. The results revealed that idealized influence (behaviour) of the transformational leadership contributed most significantly to teacher commitment while inspirational motivation of the transactional leadership’ contribution was the lowest. The findings would help educational leaders in formulating appropriate policies to address critical leadership gaps with the view of enhancing teacher commitment and attaining more satisfactory pupils’ educational achievements.


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