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Headteachers' Leadership Practices in Ghana: Does a Formal Qualification in Educational Leadership and Management Programme Matter?

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Title: Headteachers' Leadership Practices in Ghana: Does a Formal Qualification in Educational Leadership and Management Programme Matter?
Language: English
Authors: Usman Kojo Abonyi (ORCID 0000-0003-2848-1742)
Source: Educational Management Administration & Leadership. 2026 54(1):182-199.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Leadership Styles, Administrator Qualifications, Leadership Qualities, Administrator Education, Decision Making, Interpersonal Relationship, Ethics, Instructional Leadership, Cooperation, Participative Decision Making, Professional Development
Geographic Terms: Ghana
DOI: 10.1177/17411432241257044
ISSN: 1741-1432
1741-1440
Abstract: This study investigated the leadership practices of headteachers (principals) who have obtained formal qualification/certification in educational leadership and management (ELM) programme with their counterparts who have not in a developing country context. The study, which employed the descriptive survey design and a questionnaire as the data collection instrument, was carried out in one educational district in the Greater Accra Region of Ghana. Using a proportionate stratified sampling technique, 220 teachers participated in the study while an independent sample t-test was used as the data analytical technique. Findings from the study showed that there was a statistically significant difference between headteachers who had obtained formal qualification in ELM and headteachers who had not in all six leadership functions explored in the study. The study concludes that the era where prospective headteachers in Ghana and other developing countries are appointed primarily on the basis of their teaching record and rank should give way to a system where formal qualification in ELM would be considered a condition for appointment into headship roles.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491864
Database: ERIC
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  Data: Headteachers' Leadership Practices in Ghana: Does a Formal Qualification in Educational Leadership and Management Programme Matter?
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  Data: <searchLink fieldCode="AR" term="%22Usman+Kojo+Abonyi%22">Usman Kojo Abonyi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2848-1742">0000-0003-2848-1742</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2026 54(1):182-199.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Qualifications%22">Administrator Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 10.1177/17411432241257044
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  Label: Abstract
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  Data: This study investigated the leadership practices of headteachers (principals) who have obtained formal qualification/certification in educational leadership and management (ELM) programme with their counterparts who have not in a developing country context. The study, which employed the descriptive survey design and a questionnaire as the data collection instrument, was carried out in one educational district in the Greater Accra Region of Ghana. Using a proportionate stratified sampling technique, 220 teachers participated in the study while an independent sample t-test was used as the data analytical technique. Findings from the study showed that there was a statistically significant difference between headteachers who had obtained formal qualification in ELM and headteachers who had not in all six leadership functions explored in the study. The study concludes that the era where prospective headteachers in Ghana and other developing countries are appointed primarily on the basis of their teaching record and rank should give way to a system where formal qualification in ELM would be considered a condition for appointment into headship roles.
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Administrator Qualifications
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      – SubjectFull: Leadership Qualities
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Ghana
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