Assessing the Effectiveness of Leadership Styles and Achievement of Students in the Colleges of Education.

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186

Assessing the Effectiveness of Leadership Styles and Achievement of Students in the Colleges of Education.

Francis Britwum¹, Edwin Adjei², Samuel Obed Amoah³, Esther Twewa Djan⁴, Henry Yaw Acheampong⁵, Sandra Aidoo⁶, Elizabeth Adoma Sefah^7
1 University of Cape Coast, Department of Education and Psychology
² Agona SDA College of Education, Department of Education Studies
^{3, 5} Monica’s College of Education, Department of Education Studies
⁴ Berekum College of Education. Department of Education Studies
⁶ University of Cape Coast, Department of Vocational and Technical Education
⁷ St. Monica’s College of Education, P. O. Box 250, Ghana. Department of Education Studies

Abstract
The study assessed the effectiveness of leadership styles and achievement of students in the Colleges of Education in Ghana. The descriptive cross-sectional survey design was employed in the study. A multi-stage sampling procedures were used in selecting the sample. In all, 10 principals and vice principals as well as 15 teachers and 125 students were selected from five Colleges of Education to participate in the study. Leadership Questionnaire was self-developed to collect data from the respondents. Structural Equation Model was used as the statistical tool in validating the questionnaire as well as testing the hypothesis. The convergent validity results revealed that leadership questionnaire have some amount of convergence validity. The factor loadings requirement was met by leadership questionnaire. The study found that leadership questionnaire has partial discriminant validity. The validity of the leadership questionnaire in the Ghanaian setting is limited, according to our analysis. While some of the study’ indicators demonstrated a satisfactory level of validity, others did not. With the exception of two items, all of the factor loadings satisfied the 0.30 requirement. In contrast, the AVEs were poor for three of the subdimensions that did not meet the 0.50 threshold. In addition, while the estimated indices were close to the standard criterion, the majority of the model fit indices departed from the criteria provided. The findings again, showed that leadership styles; authoritarian and democratic were not significant predictors of students’ academic achievement. Laissez-faire was only the leadership style that predicted students’ academic achievement in the Colleges of Education in Ghana. The study recommended that principals in the Colleges of Education should make use of different combination of leadership styles to enhance smooth running of the Colleges of Education in Ghana.

Keywords: Leadership styles and academic achievement

1. Introduction

Mass education at the colleges of education, however, may require new leadership method in order to increase competence and effectiveness. Improved competence is desired and can be attained through management reforms, raising the learner teacher ratio, increasing teachers time on task, reducing repetition and improving accountability (Nsubuga, 2003). Through inefficiency much learning time is lost in many Sub-African education system. Twenty five percent or more of school days may be lost each year in mostly poorly managed schools (Lewin, 2006). Leadership is indispensable for a successful school development. Leadership focuses on vision, and motivation in school. More specifically, leadership helps schools set academic standards, goals and mode of behaviour in the entire school community (Coyle, 2012). School leadership enhances learners’ outcomes through creation of an environment where learning permeates the institution culture. This means that a school leader is able to promote a shared vision, mobilize people, lead curriculum and pedagogical practice, administrate effectively and reflect critically on all practice in the institution.
One of the most difficult tasks for leaders is to channel human capital’s potential into educational goals and outcomes. Leaders can’t solve problems on their own. As a result, a major focus is placed on encouraging teamwork and effective leadership (Jones & Rudd, 2008). The cooperation of subordinates is required for the leader to conduct leadership. In this scenario, leadership only occurs until other members of the group acknowledge it. In their ability to establish and maintain connection, leaders tend to stand out from followers. These leaders help individuals with limited abilities to participate more fully, accept a wide range of personalities, and are particularly tolerant of deviations (Bass, Avolio, Jung, & Berson, 2003). Principals in the Colleges of Education are accountable for improving the quality of teaching and learning, as well as student achievement. Setting high expectations, as well as monitoring and evaluating the effectiveness of learning outcomes, are all part of this process. Successful educational leaders are also concerned in the curriculum of their students, since it contributes to academic achievement and general growth (Cotton, 2003). Effective educational leadership improves both student learning and teacher instruction by facilitating an effective educational environment (Rashid, Amin, & Shabir, 2019). Principals’ leadership styles have an impact on the teaching and learning process as well as the students’ personal development.

Read More