The Impact of Leadership Styles on Teacher Motivation in the Mfantseman Municipality of Ghana

Abstract

This study examined the leadership styles of head teachers and how these leadership styles influence teacher motivation in the public basic schools in the Anomabo Education Circuit of the Mfantsiman Municipality in the Central Region of Ghana. Quantitative approach of Cross-sectional survey design was adopted for the study. Purposive and random sampling techniques were used to select 115 respondents for the study. The respondents were made up of 14 head teachers and 101 teachers. The data for the study was obtained using Self-administered questionnaires. A test-re-test method was used to establish the reliability of the instrument, and correlation coefficient of 8.51 and 8.63 obtained for the questionnaires of the teachers and the head teachers respectively. The data obtained were analysed using mean and standard deviation. The results revealed that the most dominant leadership style used by the head teachers in the Anomabo in their administration is autocratic. Nevertheless, transformational leadership style is least employed by the headteacher in the Anomabo Education Circuit. Generally, teachers in the public schools in the circuit are motivated to perform their responsibilities to the best of their abilities and knowledge. However, the teachers are not highly motivated with regard to remuneration and conditions of Service. Based on the findings, it was recommended that the government should increase the salaries and offer other incentives to the teacher to motivate them to work well. Head teachers should also involve teachers when making decisions on issues that bother on the welfare of teachers. Furthermore, head teachers should be encouraged to enroll for professional development courses to keep abreast with the best leadership styles that will assist them to achieve the desired educational goals. The Ghana Education Service, through the Mfantsiman Municipal Education Directorate should organize regular in-service training programmes for the head teachers to improve upon their leadership skills and administrative practices.