School Leaders’ Style and Pupils’ Academic Performance in Public Basic Schools in Ghana

Abstract

This study investigated how the leadership style of public basic school leaders affected the pupils’ academic performance in the Agona West Municipality of Ghana’s Central Region. School leaders (SLs) play a critical role in school and pupils’ academic performance. This quantitative study used a descriptive survey design. SLs were purposively sampled, while teachers were selected through simple random sampling techniques. The study’s sample size was 511 respondents from a population of 1,582. Data was gathered through a structured questionnaire. Reliability was determined using test-retest, evaluating the consistency of test findings across test administrations. Data was analysed using descriptive statistics (frequencies & percentages). Cross-tabulations of the findings were also performed to highlight specifics of the findings in connection with the independent variable (school leaders’ styles). The study found that SLs mostly used transformational and democratic leadership styles to enhance pupils’ academic performance. Also, findings indicated that pupils’ academic performance was significantly impacted by SLs’ leadership styles. The study concludes that transformational and democratic school leadership styles are most crucial to effectively create a positive school climate to enhance teaching quality, engagement, and motivation to significantly influence pupils’ learning outcomes. The study recommends that school leaders should be trained in academic leadership skills. Insights from this research will inform the Ghana Education Service, school leaders, teacher recruitment, inform leadership development and policy reforms to strengthen teaching quality and improve learning outcomes in public basic schools.