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School Leadership and Teacher Effectiveness: Exploring the Mediating Role of Teachers' Perceptions

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Title: School Leadership and Teacher Effectiveness: Exploring the Mediating Role of Teachers' Perceptions
Language: English
Authors: Moses Paafio Kwao (ORCID 0009-0007-9318-6527), Joseph Ezale Cobbinah (ORCID 0000-0001-5200-7093), Anne Buerkie Puplampu, Lineo L. Toolo (ORCID 0000-0001-6954-2893)
Source: European Journal of Educational Management. 2025 8(3):161-172.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Instructional Leadership, School Administration, Teacher Effectiveness, Teacher Attitudes, Administrator Behavior, Leadership Styles
Geographic Terms: Ghana
ISSN: 2642-2344
Abstract: Despite the acknowledged importance of effective leadership in driving school improvement and enhancing student outcomes, limited empirical research focuses specifically on teachers' perceptions of leadership behaviour in the Ada East District (AED). This study aimed to explore teacher perceptions of leadership behaviours in basic schools in the AED. A descriptive survey design was used to describe and interpret leadership behaviour and teachers' effectiveness. The target population for this study consisted of all teachers in basic schools in AED. From the target population, a sample of 96 teachers was selected from the 12 selected basic schools. A simple random sampling technique was employed to choose all 96 teachers of the public basic schools in Ada Basic School. A questionnaire was used to gather data from the teachers. The study revealed that teachers in the basic schools of the AED perceive a strong presence of instructional, curriculum, professional, transformational, and transactional leadership behaviours. The study found that the leadership behaviour of headteachers has a positive and significant impact (p = 0.000 < 0.01) on teachers' effectiveness. The study concluded that leadership behaviour accounts for 27.6% of the impact on teacher effectiveness. The Ghana Education Service was recommended to develop and implement professional development programs tailored explicitly for headteachers. Again, the Ministry of Education should reform educational policies to include specific guidelines and expectations for headteachers' leadership behaviours.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483800
Database: ERIC
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  Data: Despite the acknowledged importance of effective leadership in driving school improvement and enhancing student outcomes, limited empirical research focuses specifically on teachers&#39; perceptions of leadership behaviour in the Ada East District (AED). This study aimed to explore teacher perceptions of leadership behaviours in basic schools in the AED. A descriptive survey design was used to describe and interpret leadership behaviour and teachers&#39; effectiveness. The target population for this study consisted of all teachers in basic schools in AED. From the target population, a sample of 96 teachers was selected from the 12 selected basic schools. A simple random sampling technique was employed to choose all 96 teachers of the public basic schools in Ada Basic School. A questionnaire was used to gather data from the teachers. The study revealed that teachers in the basic schools of the AED perceive a strong presence of instructional, curriculum, professional, transformational, and transactional leadership behaviours. The study found that the leadership behaviour of headteachers has a positive and significant impact (p = 0.000 &lt; 0.01) on teachers&#39; effectiveness. The study concluded that leadership behaviour accounts for 27.6% of the impact on teacher effectiveness. The Ghana Education Service was recommended to develop and implement professional development programs tailored explicitly for headteachers. Again, the Ministry of Education should reform educational policies to include specific guidelines and expectations for headteachers&#39; leadership behaviours.
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    Languages:
      – Text: English
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        PageCount: 12
        StartPage: 161
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Leadership Styles
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      – SubjectFull: Ghana
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      – TitleFull: School Leadership and Teacher Effectiveness: Exploring the Mediating Role of Teachers' Perceptions
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