Leadership is important to the effective functioning of organizations. In education, what leaders do influences pedagogy and student learning. While knowledge on transformational leadership (TL) has been developed from transnational studies, what leaders actually do may not be the same in Ghana due to influences of contextual factors. The specific problem is the lack of knowledge on the TL practices and the factors that influence the leadership practices of the college of education (CoE) principal in Ghana. The purpose of this case study was to identify the nature of the TL practices of Ghana’s CoEs principals, the perceived factors that influence their leadership practices, and how the principals define successful CoE leadership. The study participants comprised eight principals, five vice principals, and three assessment officers. The researcher gathered qualitative data for the study using a semi-structured interview protocol in face-to-face interview sessions. Each interview session was electronically recorded for accurate record keeping and ease of transcription. Following transcription, member checking allowed participants to review and certify the accuracy of the data. Data analysis involved the identification of convergent and divergent points grouped under themes and presented as the study results. The results revealed that Ghana’s CoEs principals engaged in leadership actions under each of Kouzes and Posner’s exemplary leadership practices. Primarily, the principals model the way by focusing on getting the job done; inspire a shared vision through meetings and discussions with stakeholders; challenge the process by outlining work schedules and assigning employees roles to perform; enable others through staff development initiatives; and encourage the heart of others by recognizing and rewarding efforts as well as addressing staff welfare and professional development needs. Also, the results show that two major factors that influence the principals’ leadership practices are their personal characteristics and work contexts. To the participating principals, the number one indicator of successful CoE leadership is the active involvement of stakeholders in decision making processes and college activities. Future research must focus on the extent to which the principals apply TL and the exploration of effective leadership competencies for developing Ghana’s CoEs as the institutions become full-fledged tertiary institutions.
|Commitee:||Avena, Nicole, Shaw, Melanie|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration, Teacher education|
|Keywords:||College, Education, Leadership, Leadership practices, Teacher education, Transformational leadership|
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