Artículo 2

29.

Doctor of Educational Leadership, University of Education, Winneba,Ghana, Lecturer at Akenten Appiah-

Menkah University of Skills Training and Entrepreneurial Development, Kumasi, Ghana.

Doctor of Philosophy in Urban Education, University of Wisconsin Milwaukee, USA, Lecturer at Akenten Appiah-

Menkah University of Skills Training and Entrepreneurial Development, Kumasi, Ghana.

DOI: https://doi.org/10.61604/dl.v16i29.359

Leadership Styles of Headteachers,

Teacher Commitment and Academic

Performance within Ejisu Municipality

Estilos de Liderazgo de los Directores,

Compromiso Docente y Rendimiento

Académico en el Municipio de Ejisu

ISSN: 1996-1642

e-ISSN: 2958-9754

Año 16, N° 29, julio-diciembre 2024 pp. 29-42

Revista de Educación

Universidad Don Bosco - El Salvador

Samuel Kwadwo Aboagye

University of Education, Winneba, Ghana

Correo: skaboagye@aamusred.edu.gh,

ORCID: https://orcid.org/0009-0000-2802-3288

Recibido: 30 de abril de 2024

Aceptado: 12 de septiembre de 2024

Para citar este artículo: Kwadwo, S., y Ayikue, M. (2024). Leadership Styles of Headteachers, Teacher

Commitment and Academic Performance within Ejisu Municipality, Diá-logos, (29), 29-42

Nuestra revista publica bajo la Licencia

Creative Commons: Atribución-No

Comercial-Sin Derivar 4.0 Internacional

Mary Ayikue Assumpta

University of Wisconsin Milwaukee, USA

Correo: maayikue@aamusted.edu.gh,

ORCID: https://orcid.org/0009-0008-0107-8658

30.

Resumen

Este fue un estudio de encuesta destinado a

descubrir la relación entre los estilos de liderazgo,

el compromiso de los docentes y el rendimiento

académico dentro del municipio de Ejisu. Los

investigadores seleccionaron intencionalmente

a 50 directores y 210 profesores, utilizando la

calculadora de tamaño de muestra de Raosoft.

Se utilizó un conjunto de cuestionarios cerrados

que comprendían 67 ítems para los encuestados.

Los datos se analizaron mediante estadística

descriptiva, prueba T y análisis de correlación. El

estudio descubrió, entre otras cosas, que estilos

de liderazgo como el democrático, transaccional,

autocrático, situacional y laissez-faire influyeron

significativamente en el compromiso de los

docentes en las escuelas seleccionadas para el

estudio. Sin embargo, el estilo de liderazgo de laissez-

faire tuvo una influencia negativa en el compromiso

de los docentes. También se reveló que los estilos

de liderazgo democrático y transaccional tuvieron

un efecto positivo en el rendimiento académico

y fue estadísticamente significativo. Por lo tanto,

el estudio recomendó que la Dirección Municipal

de Educación organice seminarios sobre estilos

de liderazgo, compromiso docente y rendimiento

académico para los directores, sus auxiliares y todos

los jefes de departamento, para que conozcan

no sólo la influencia que estos estilos de liderazgo

tienen en el compromiso docente y académico.

desempeño sino también las relaciones positivas

entre estos conceptos en la gestión de cualquier

sistema escolar en términos de desempeño

académico positivo.

Palabras clave

Estilos de liderazgo, director, compromiso docente,

rendimiento académico.

Abstract

This was a survey study aimed at finding out the

relationship between leadership styles, teacher

commitment, and academic performance within

the Ejisu Municipality. The researchers selected

50 headteachers purposively and 210 teachers,

using the sample size calculator by Raosoft. A set

of closed-ended questionnaires was used, and this

comprised 67 items for the respondents. The data

was analyzed, using descriptive statistics, T-tests,

and correlation analysis. The study discovered,

among other things, that leadership styles such as

democratic, transactional, autocratic, situational,

and laissez-faire significantly influenced teacher

commitment in the schools selected for the

study. However, laissez-faire leadership style had a

negative influence on teacher commitment. It was

also revealed that democratic and transactional

leadership styles had a positive effect on academic

performance, and it was statistically significant. The

study, therefore, recommended that the Municipal

Education Directorate should organize seminars

on leadership styles, teacher commitment, and

academic performance for headteachers, their

assistants, and all heads of department so they

know not only the influence these leadership styles

have on teacher commitment, and academic

performance but also the positive relationships

between these concepts in the management of

any school system in terms of positive academic

performance.

Keywords

leadership styles, headteacher, teacher

commitment, academic performance.

Introduction

Background to the study

School leadership calls for certain characteristics, demands, and roles which are

performed, based on individual styles and beliefs. The school leader, for example,

acts as an instructional leader to manage the nature of teaching and learning in the

school; as a curriculum implementer to ensure the attainment of suitable standards;

as a relational expert when it comes to dealing with teachers, parents, and students;

and still supervising administration and management of scanty resources (Amunga,

Were, & Ashioya, 2020). According to Lambrecht, Lenkeit, Hartmann, Ehlert, Knigge and

Spörer (2022), school leadership goes beyond organizational leadership, since school

leadership demands individualized styles.

Leadership practices or behaviors exhibited by the leader in the course of playing his

role as the school leader can be described as his style. Such leadership styles could be

democratic, laissez-faire, autocratic or situational, transformational, and transactional

(if you are talking about behaviors) as some people describe them. The leadership

styles employed by the headteacher go a long way to determining the level of

improvement of schools. For instance, many scholars agree that the type of leadership

style or leadership behavior that goes with transformational leadership will help schools

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

31.

to change positively (Edwards & Aboagye, 2015). However, a leader may practice two,

three, or more styles in his or her leadership functions, depending on situations and the

kind of relationship existing between him or her and the staff, particularly, the teachers.

Whatever styles a leader exhibits may be influenced by his/her socio-cultural practice.

If there is a culture of trust in terms of relationship between and among the

headteacher, the teachers and other staff members, there is likely to be school success.

This is so because there is the belief that school success depends on the commitment

level of all stakeholders of the school, which invariably affects the atmosphere for

teachers and other staff to commit to their respective roles and performances. Teacher

commitment, in this respect, is crucial, considering the influence it exerts on teaching

and learning.

Most studies, in talking about teacher commitment, dwell mostly on teacher

absenteeism, lateness, contact hours, learners’ support, etc. In most cases, however,

the teacher performs multi-dimensional functions to keep the learning atmosphere

conducive. These multi-dimensional functions include, attending to immediacy,

unpredictability, and simultaneity in classroom management (Arends, 1994). In this

context, the teacher’s ability to manage instructional delivery in a conducive, learning

environment may result from how leadership performs in the school system.

The effort of the headteacher in creating a conducive learning environment, in

most cases, is aimed at not only eliciting an appreciable level of teacher commitment

but also improving the academic performance of students. Studies have shown that

teacher commitment and conditions for academic performance will depend on

the style of leadership for change (Roesminingsih & Trihantoyo, 2022). In other words,

headteachers’ leadership is responsible for creating the conditions for appropriate

teacher commitment and academic performance. Such a conducive school

environment promotes teaching and learning and encourages teacher commitment.

Statement of the problem

Data from the GES/Statistics Services indicate that there is a great concern for

schools to raise academic performance, particularly in certain subject areas, such as

Mathematics, Science, and Technology. Anamuah-Mensah and colleagues raised the

alarm in a nationwide report (Ghana, 2014) on poor performance in Integrated Science

and Core Mathematics with about 60% obtaining poor grades. The same report

pointed out that second-year students at Junior High School (JHS2) performed poorly

in international assessments such as, Trends in International Mathematics and Science

Study (TIMSS). Many concerned citizens of Ejisu Municipality have expressed a similar

situation regarding education outcomes in the area. Stakeholders of education within

the Ejisu Municipality, in particular, are interested in following the trends in education,

concerning teacher commitment. In this respect, gathering the views of headteachers

and teachers on the relationship between leadership styles of headteachers, teacher

commitment, and academic performance of students within the Ejisu Municipality in

this study could be deemed as important. The study had the objectives of:

1. Finding out the influence of headteachers’ leadership styles on teacher

commitment, and

2. identifying the relationship between leadership styles of headteachers, teacher

commitment and academic performance of students within the Ejisu Municipality.

Diá-logos – Año 16, N° 29, julio-diciembre 2024

32.

The following research questions guided the study:

1. What is the influence of headteachers’ leadership styles on teacher commitment?

2. What is the relationship between leadership styles of headteachers, teacher

commitment, and the academic performance of students within the Ejisu

Municipality?

In terms of significance, the study primarily sought to add to the wealth of knowledge

on the practice of school leadership. Through the research, recommendations could

be made to the leaders and other stakeholders of education concerning the need

for improved teacher commitment on their various campuses. Other information that

might come up through the research will provide a useful guide for future research on

leadership styles, teacher commitment, and academic performance. Significantly, the

study will contribute to educational reforms and policy-making decisions at the basic

level. Finally, it will contribute to the scholarly literature on African educational systems,

especially in the area of school leadership.

Review of literature

Over the past decade, school leadership has assumed increased importance.

The principal’s role as a school manager has shifted toward a direct responsibility for

classroom results as measured by students’ academic improvement. In turn, school

leaders are obligated to positively influence the teachers to help raise students’

performance. This paradigm shift generates a school-wide need to focus on school

improvement. Teachers experience direct contact with students and control over the

content and the climate of the classroom (Walker & Graham, 2021). Consequently,

school heads must seek methods to raise students’ achievement by adopting leadership

styles that can influence teachers to help raise students’ academic performance. The

review specifically looked at different styles and behaviours.

The choice of these styles was based on their popularity and simplicity. In addition,

the researchers considered the nature of respondents, and the issues to be raised in

a study at a setting such as school leadership. The review further looked at teacher

commitment and academic performance because of their assumed relationships

with leadership styles.

Leadership styles

All formal organizations are established for purposes, and owners of such organizations

desire that the purposes of those organizations are attained at reduced costs and with

much ease (Lammers, 2019). In ensuring that the purposes of organizations stay within

attainable limits, goals have to be followed and it is through effective leadership that

goals can stay focused with little or no deviations (Nawaz & Khan, 2016).

Leadership ought to acquire the necessary skills, methods, and styles needed to

handle various individuals within various organizations. (Berkey, 2004) is of the view

that leadership is a craft that must be administered to achieve the mission of the

organization.

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

33.

Democratic leadership

This is the type of leadership style, which is open to members of the organization

for their contribution towards the running of that organization. It is worth recognizing,

however, that despite this openness in democratic leadership, the leader helps his

staff to operate as colleagues, collaborators, a team, and partners. Here, healthy

discussions lead to group decisions. This style of leadership, according to (Afful-Broni,

2004), is characterized by responses of co-operation, enthusiasm, acceptance of

more responsibility, and recognition of the worth of each worker. To Afful-Broni, the

leader, here, considers himself or herself as first among equals.

The leader who practices a democratic leadership style might have his beliefs

stemming from Douglas McGregor’s Theory Y, which shows a lot of respect to the

average human being. Theory Y assumptions include the fact that people by nature:

have integrity; work hard towards objectives to which they are committed; assume

responsibility within commitments; desire to achieve; are capable of directing their own

behavior; want their organization to succeed; are not passive and submissive; are not

stupid; and will make decisions within their commitments.

Autocratic leadership

This type of leadership style is the direct opposite of democratic leadership in the

sense that the leader here is quite domineering in his actions and decisions (Harms,

Wood, Landay, Lester & Lester, 2018). With this style of leadership, the leader seems to

be the only dreamer whose dreams have to be forced into reality. For the realization of

his dreams, according to Harms et al., (2018) the autocratic leader determines and sets

out the policies within the organization. Nawaz and Khan (2016) believe that members

of the organization are assigned duties without their consent.

Under autocratic leadership, the leader does not entertain suggestions or initiatives

from subordinates. There is little or no room for consultation. According to (Afful-Broni,

2004), communication is virtually non-existent, or if it exists at all in the organization, it

hangs up precariously in a manner where its benefits can hardly be realized. When

the leader issues directives, no individual or groups have the audacity to question but

must carry out the directives. Even experts can be ignored before vital decisions are

taken. This style of leadership, to (Afful-Broni, 2004), is characterized by threats, warnings,

dismissals and coercion. Views expressed contrary to those of the leader are seen as

attempts to undermine or sabotage the leader. Members within an organization where

this leadership style operates, live in fear and intimidation. The presence and absence

of the leader dictate the behavior of members of the organization put on. There is the

view that the sense of fear, doubt, and disregard shown through this leadership style

has received it other names such as authoritarian, dictatorial, military, “master says”

leadership, and others. (Samuel, Jophus, & Francis, 2019).

Psychologists are of the view that this kind of leadership style has its roots in leaders’

sense of fear and feelings of insecurity (Beatty, 2013). Not much is achieved, in the

absence of such leaders. Such leaders’ style of leadership might stem from their

entrenched belief in McGregor’s Theory X, which derides people as naturally: lacking

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34.

honesty; being essentially lazy and eager to work as little as possible; dodging duty; not

being interested in achievements; being incapable of directing their behavior; being

indifferent to organizational needs; preferring to be directed by others; not being very

bright; and avoiding making decisions whenever possible (Samuel et al., 2019).

Laissez-faire leadership

What is said about democratic and autocratic leadership lends credence to the

fact that the two leadership styles are at the extreme, opposing ends of the field of play

for leadership styles (Ahmed & Simha, 2023). Between the two extreme styles could

lay other leadership styles. However, lying directly in the middle of democratic and

autocratic leadership styles is the type of leadership tagged, among the francophone

nomenclature, as laissez-faire which means “let them do what they wish” (Afful-Broni,

2004), an expression which seems to emanate directly from the leader who, for reasons

best known to him or her, practices this style. A person may be in a leadership position

without providing clear direction, leaving the group to choose its path in achieving aims

(Tannenbaum & Schmidt, 2017). Subordinates are given a free hand in deciding their

policies and methods of achieving the goals of such policies. In this leadership style,

there are no particular rules and regulations. Absolute freedom and autonomy are

bestowed on members of the organization.

Leadership behaviors

There are certain behaviors that leadership will put on, depending on the

circumstances and the desired purpose for achievement. In this respect, mention can

be made of leadership behaviors or types like Transformational leadership, Transactional

leadership, Situational leadership, etc.

Transactional and transformational leadership

The emotional relationship between a leader and his followers is the basis of

transactional leadership. Hamstra, Van Yperen, Wisse, & Sassenberg, (2014) and Burns

(1978) stated that the relations of most leaders and followers are transactional – leaders

approach followers with an eye to exchanging one thing for another. Decuypere &

Schaufeli (2020) and Chemers (1997), explains transactional theory of leadership as

being focused on motivating follower through fair exchanges and by clarifying mutual

responsibilities and benefits. Chemers sees this theory as implying that levels of influence

rest solely on the followers’ perceptions of authority and its legitimacy.

In his 1990 study conducted for the U.S. Army Research Institute for the Behavioral and

Social Sciences, Bass offers that transactional leadership can provide stability, structure

and readiness during times of crisis or urgency (Bass, 1990). Transactional leadership

simply focuses on the transactions between leaders, colleagues, and followers (Bass,

1990). This exchange is based on the leader discussing with others what is required

and specifying the conditions and rewards. These, others will receive if they fulfill those

requirements (Bass, 1990).

Contrarily, transformational leadership focuses on the intellectual perceptions of the

leader. (Burns, 1978) introduced transformational leadership by identifying intellectual

leaders; he explained that intellectual leaders seek to change their social milieus.

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

35.

He contended that the concept of intellectual leadership brings in the role of

conscious purpose drawn from values. Intellectual leadership, therefore, leads us to

the discovery of transforming leadership. Out of the varying motives of people, out

of the combat and competition between groups and between persons, out of the

making of countless choices and the sharpening and steeling of purpose, arise the

elevating forces of leadership and the achievement of intended change (Bass, 1990).

Transformational leadership can be seen as transactional leadership expanded to the

extent that transformational leaders motivate others to do more than they originally

intended and often even more than they thought possible. They set expectations that

are more challenging and typically achieve higher performances (Bass, 1990).

(Yulk, 2013) recognized the feelings of trust, respect, and admiration towards the

leader as a product of transformational leadership. He identifies three avenues of

transforming and motivating followers: (1) making them more aware of the importance

of task outcomes; (2) inducing them to transcend their self-interest for the sake of

the organization or team; (3) activating their higher-order needs. Yukl describes the

discovery of higher-order needs as a product of transformational leadership contrasts

with the exchange, compliance product of transactional leadership. In his view,

enthusiasm and commitment are common attributes of transformational leadership

while transactional leadership will often provide nothing more than compliance with

leader requests.

Situational leadership

In this section, a review of the synthesis of leadership styles defined as situational

theory was conducted to illustrate the flexibility of the principal’s choices. The use of

a combination of leadership styles creates a myriad of tools for the leader. Situational

leadership theory presents the principal with the transformational and transactional tools

to proceed in the best interest of the school that is focused on teacher effectiveness

(Blase, 1999).

Teacher relationships with administrators are of low consideration until an internal

change is implemented which requires authoritative monitoring and accountability

(Raza & Sikandar, 2018, Blanchard & Hersey, 1979). As purveyors of situational leadership,

Blanchard and Hersey depict situational leadership as less dependent on the level of

management and more dependent on the maturity of the teachers supervised.

Teacher perception of school leadership as researched by (Blase, 1999) is

determined by the situation presented. Their 1999 qualitative study focused on the

analysis of the administrative leadership styles as related to teacher perception. Their

pragmatic presentation of analytical data leads the reader toward an understanding

of the role of the principal in a teacher-focused school environment.

Hallinger and Heck presented a caution present in situational leadership theory

through their findings in a meta-analysis of 42 studies. Only after the principal establishes

a culture of accountability and control, should the level of engagement change toward

the transfer of leadership (Hallinger, P., & Heck. R., 1998). Nevertheless, the authors found

no positive results in a school leader’s push for increasing student achievement without

seeking to improve teacher capacity.

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The importance of teacher commitment

The quality of an education system and the profession of educators within a system

depend mainly on the teachers who guide and carry out most of the tasks and

activities of education that take place within the schools and institutions in the system

(Pedaste, Leijen, Poom-Valickis & Eisenschmidt, 2019). Moreover, the teachers play a

very significant role in supplying, supporting and promoting instruction and learning of

high quality. Working in both classrooms and other groups, teachers are under pressure

to provide for and sustain high levels of performance, attitude and behavior in those

whom they teach.

Many studies have shown that the quality of teaching was a major influence on

student achievement (Darling-Hammond, 2000). Moreover, Coubergs, Struyven,

Vanthournout, and Engels, (2017) identified quality of instruction as a key variable in his

model of school learning alongside opportunity to learn, both of which were dependent

on the teacher. It is not surprising that teachers and their commitment to their work are

exposed to scrutiny and sometimes, critical comments from politicians, policy makers,

employers, parents, students and other stakeholders (Coubergs et al., 2017).

Quality education cannot be achieved without the efforts of dedicated and highly

committed teachers. Committed teachers must inculcate and nurture values that will

guide the subsequent use of the learning of both knowledge and skills in the wider

world outside the classroom and lecture theatre. Wang, Strong, Zhang & Liu, (2021)

advanced two strong reasons why teacher commitment should be emphasized in the

field of education. First, commitment was an internal force coming from within teachers

themselves who had needs for greater responsibility, variety, and challenge in their work

as their level of participation in education had grown. Second, external forces were

directing both reform and development in education and seeking higher standards

and greater accountability that were dependent upon each teacher’s combined

efforts, as well as the sustained efforts of the teachers within each school or institutional

group.

The concept of academic performance

There is no question that much is expected from our educational system in terms

of preparing future citizens, workers, and leaders. To that end, schools are expected

to influence students’ learning, socialization, and even vocational preparedness. The

educational system in Ghana is largely examination oriented. The quality of education

tends to be evaluated in terms of the number of students passing national examinations

(Sekyere, 2010).

Despite the attention paid to a broad definition of educational outcomes, however,

academic performance remains central.

It is an academic performance that is central to the efforts of the No Child Left

Behind Act of 2001 to make schools accountable for assessing and improving student

performance annually (Linn, Baker, & Betebenner, 2002). Furthermore, limitations in

academic performance represent the primary implication for most students receiving

special education services, and those limitations, if left unaddressed, constrain students’

ability to pursue further education and get well-paid employment after schooling.

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

37.

Although the importance of academic performance is rarely questioned, unanimity

regarding its measurement has been elusive. The measurement of academic

performance continues to be a controversial topic among policymakers, measurement

experts, and educators (Kubiszyn & Borich, 2024).

Measuring academic performance can occur at multiple levels and serve multiple

purposes. For example, classroom teachers often conduct formative and summative

tests to evaluate students’ mastery of course content and provide grades for students.

State tests are designed primarily to measure progress at the school level. In particular,

graduation tests are used to determine whether a student has mastered the minimum

content and competencies required to receive further education or certificate (Nawaz

& Khan, 2016).

Although performance on standardized tests receives the greatest attention in

discussions of students’ academic performance, teachers’ evaluations of performance

as indicated in course grades represent a common metric of student performance

that often is more directly tied to the day-to-day business of teaching and learning than

are annual standardized test scores. Grades serve a number of important functions.

They communicate to students and parents, information about students’ mastery

of course content. In high school, a passing grade also is the criterion for a course’s

contribution to accumulated credit for graduation. Finally, grades provide information

for consideration in college admissions (Sekyere, 2010).

However, as a measure of academic performance, teacher-given grades have well-

known limitations. Grades are composite measures that account not only for students’

content mastery but often for other factors, such as their class participation, attitudes,

progress over time, and attendance. Both general and special educators are known

to consider these various factors when grading, but to emphasize different factors. For

example, special education teachers are less likely than general educators, to consider

homework or attendance to be important in grading student performance, but are

more likely to consider in-class participation to be important (Berkey, 2004). Moreover,

substantial variations in grading practices occur across teachers and schools. Despite

these complicating factors, student grades still are an important indicator within the

academic performance outcome domain for students because they indicate success

by a teacher’s standards and success relative to other students in a given classroom.

Educators and the public have repeatedly, expressed concern over factors that

influence students’ performance in examinations. The most outstanding factor has to

do with the organizational management of schools. For instance, Linn et al. (2002)

noted that to improve students’ performance head teachers are required first to

improve the management of the schools. This can be done by setting a clear vision

for the schools and communicate this vision to students, supporting its achievement by

giving instructional leadership, provision of resources, and being visible in every part of

the institution.

Lack of vision in the management of schools often leads to an imbalance in the

allocation and use of resources. This is why Sergiovanni (2001) pointed out that poor

results in education are related to the resources allocated to it. If this parameter is not

recognized, it becomes very difficult to understand why school continues to perform

poorly in national examinations. For example, in schools where parents are doing their

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best in providing school facilities, such as science equipment, textbooks, and physical

structures, the blame for poor performance is shifted to teachers. One of the core

functions of schools is to take human raw materials (students) and convert them into

something more valuable as employable adults. Of paramount importance, therefore,

is the proper management of teachers, for their absence will invariably lead to low

productivity on the part of the teachers.

Methodology

The study which was quantitative used the descriptive research design. Target

population was 730 head teachers and teachers from 72 schools. Fifty schools were

selected and the accessible population was 510. Fifty head teachers were chosen

through census. Out of the 460 teachers, 210 of them were selected through samples

size calculator by Raosoft (i.e., N = 510, n = 260, i.e. 50.98%). Instrumentation –

questionnaire (closed-ended, all anchored on a 5-point Likert scale type) was used

and respondents self-reported their views on heads’ leadership styles, and teacher

commitment. Academic performance was measured through students’ reports.

The questionnaire was pilot-tested outside the study area, and the reliability of the

questionnaire items was tested to generate Cronbach’s alpha ranging between .70 and

.90 for the three variables. Sample demographics were first analyzed with descriptive

statistics, using frequency and simple percentages (for categorical variables) and

means, standard deviations (for the three main variables), and independent sample

t-test. The research questions were answered using multiple regression.

Results

Leadership styles such as democratic, transactional, autocratic, situational, and

laissez-faire significantly influenced teacher commitment in the schools selected for

the study. However, laissez-faire leadership style had a negative influence on teacher

commitment. However, democratic and transactional leadership styles had a positive

effect on academic performance and it was statistically significant.

Descriptive statistics

Independent T-test analysis (headteachers)

The independent T-test was conducted, in respect of the headteachers, with the

intention of highlighting the differences among demographic groups with regard to the

study variables, particularly with gender groups. The results were found in Table 1.

Table 1

Independent t-test statistical scores for headteachers.

Variable/Gender N Mean

Standard

Deviation

T 2-tailed sig P

Democratic Leadership Style

(Variable 1)

Male 27 2.21 94 -1.475 .147

Female 23 2.61 .99 -1.469 .149 .922

Total/ Average 50 2.41 .965 -1.472 .148

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

39.

Test of hypotheses

Research Question 1: do headteachers’ leadership styles significantly

influence teacher commitment within the Ejisu Municipality?

Regression estimates for the association between leadership style and teacher

commitment.

Table 2

Regression estimates between leadership style and teacher commitment.

Laissez-faire Leadership Style

(Variable 2)

Male 27 1.98 .56 -.469 .641 .621

Female 23 2.05 .52 -.473 .639

Total/ Average 50 2.01 .54 -.471 .640

Autocratic Leadership Style

(Variable 3)

Male 27 3.56 .80 .074 .941

Female 23 3.54 .94 .073 .942 318

Total/ Average 50 3.55 .87 .073 .941

Situational Leadership Style

(Variable 4)

Male 27 3.64 .53 -.650 .519

Female 23 3.74 .58 -.646 .522 .685

Total/ Average 50 3.69 .55 -.648 .520

Transformational Leadership style

(Variable 5)

Male 27 2.10 .44 -.339 .736

Female 23 2.14 .55 -.333 .741

Total/ Average 50 2.10 .495 -.336 .738 .149

Transactional Leadership style

(Variable 6)

Male 27 3.83 .28 .672 .505

Female 23 3.77 .33 .662 .511

Total/ Average 50 3.80 .30 .667 .508

Variable t-statisticsRegression Estimated [SE]

(Constant)

Laissez-faire

Situational

Transformational

-1.34

-3.08

***

4.51

***

-.33

-2.41 [1.80]

-.53 [.17]

.57 [.13]

-.03 [.08]

Democratic

Autocratic

Democratic

Transactional

3.46

***

15.32

***

3.46

***

5.64

***

.47 [.14]

1.16 [.08]

.47 [.14]

.31 [.06]

Model Summary

Diá-logos – Año 16, N° 29, julio-diciembre 2024

40.

Test of hypotheses

Research Question 2: does teacher commitment significantly

influence academic performance within the Ejisu Municipality?

Regression estimates for the association between leadership style and academic

performance.

Table 3

Regression estimates between leadership style and academic performance.

Test of Hypotheses

Research Question 3: does teacher commitment relate significantly

with academic performance of students within the Ejisu Municipality?

Regression estimates for the association between leadership style and academic

performance.

Table 4

Regression estimates between leadership style and academic performance.

R Square

.80

Adjusted R Square

.80

F [df]

169.83 [6]

***

Variable t-statisticsRegression Estimated [SE]

(Constant)

Teacher Commitment

Model Summary

R Square

Adjusted R Square

F [df]

131.81

7.03

***

46.08[.35]

.28 [.04]

.98

522.55 [2]

***

Variable t-statisticsRegression Estimated [SE]

(Constant)

Democratic

Laissez-faire

Autocratic

Situational

Transformational

Transactional

Model Summary

R Square

Adjusted R Square

F [df]

5.68

***

2.37

3.96

***

-3.20

-.40

.70

2.39

41.91 [7.39]

.45 [.19]

.34 [.09]

-.56 [.18]

-.06 [.16]

.17 [.24]

.35 [.15]

.97

.86

103.03[6]

***

Leadership Styles of Headteachers, Teacher Commitment

and Academic Performance within Ejisu Municipality

41.

Conclusion

It was a survey with simple questionnaire items on respondents’ views on the relationship

between leadership styles, teacher commitment, and academic performance. There

was a sample size of 260 comprising 50 headteachers, purposively chosen through

census and 210 teachers, selected out of 460 through a sample size calculator by

Raosoft.

The study discovered that some leadership styles significantly influenced teacher

commitment in the schools selected for the study. There is a positive relationship

between teacher commitment and the academic performance of students within the

Ejisu Municipality. Variances for the two groups (Male & female) were the same for all

the variables.

Democratic and transactional leadership styles related positively to academic

performance but laissez-faire had a negative relationship with academic performance.

Variances for the two groups (Male & female) were the same for all the variables.

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