Influence of Leadership Styles of HeadTeachers on Pupils Learning Outcomes in Junior High Schools in Northern Ghana

Abstract

The study examined leadership styles of headteachers in the Junior High Schools in Northern Ghana and how these contribute to pupils' learning outcomes especially in examinations. Survey design was used covering 42 Junior High Schools and 384 respondents. Data was collected and analysed using descriptive and inferential statistics. Themes and testimonies from interviews were strengthened by t-test and ordinary least squares. The study found that Headteachers employ a blend of styles that are more participatory and less consultative in their day-to-day duties. The ability and styles heads adopt in managing their schools are influenced by many variables including gender of heads, years of teaching experience and school location.  The most dominant styles were participatory and these showed improvement in pupils' scores in Basic Education Certificate Examination.  The study again found that about 85.7% of the schools were rural and deprived of social amenities. Text books remain critical to quality teaching and learning but were mostly unavailable in most of the schools across the regions. Contemporary demand for education of good quality for all children reinforces the critical role of effective school leadership. The study reinforces the need for Headteachers in Junior High Schools in deprived areas who are skilled, capable, have penchant for more participatory and people centred approaches in their leadership and also more in-service training in order to strengthen headteachers' approaches in leading stakeholders to improve pupils' academic performance.