Influence of leadership for learning programme on headteachers’ performance in the central region of Ghana

Abstract

The purpose of the study was to examine the influence of Leadership for Learning (LfL) programme on headteachers’ performance, focusing on the views of teachers and headteachers in the various public basic schools in the Central Region of Ghana. The design adopted for the study was ex post facto design. The sample size for the study was 393 made up of 24 headteachers, 192 teachers and 177 JHS 1, eight and nine pupils from the 24 public basic schools selected randomly. Twelve
headteachers, 95 teachers and 87 pupils belong to schools whose headteachers participated in the LfL project, while the other 12 headteachers, 97 teachers and 90 pupils belong to schools whose headteachers did not participate in the LfL project. The census method was used to capture all the headteachers and teachers in the 24 selected schools, while the pupils were selected randomly. Questionnaire was used to elicit data from respondents. Data for the study were analysed using both descriptive and inferential statistics. The findings indicate that, the LfL programme has influenced both headteachers’ and teachers’ work performance, and also pupils’ academic performance significantly. It is, therefore, recommended to the headteachers that they should request management to ensure that the training programme is expanded to capture more headteachers and circuit supervisors.