Headteachers, Leadership For Learning, Teachers, Transformational Leadership
Asare, Kwame Bediako
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Transformational leadership practice is associated with improved school functioning and quality education delivery through teacher commitment and willingness to exceed target [4, 26]. The roll out of the Leadership for Learning (LfL) program in Ghana in 2009 aimed at improving, among others, the effectiveness of basic school headteachers to lead schools to promote student learning. In this study, the perception of basic school teachers as to the transformational leadership conduct of headteachers who had received training under the LfL model was explored. The purpose of this qualitative inquiry was to determine from teachers’ perceptions how the conduct of headteachers related to transformational leadership. From the study results, it was found that while teachers largely perceived their headteachers as transformational leaders, more than the influence of headteachers on teachers is required to motivate teachers to give of themselves to improve education outcomes. Recommendations and implications of the study for practice and research are considered.