Headteachers’ leadership practices in Ghana: Does a formal qualification in educational leadership and management programme matter?

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.