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

Author

Listed:
  • Francis Britwum

    (University of Cape Coast, Department of Education and Psychology)

  • Edwin Adjei

    (Agona SDA College of Education, Department of Education Studies)

  • Samuel Obed Amoah

    (St. Monica’s College of Education, Department of Education Studies)

  • Samuel Obed Amoah

    (St. Monica’s College of Education, Department of Education Studies)

  • Esther Twewa Djan

    (Berekum College of Education. Department of Education Studies)

  • Henry Yaw Acheampong

    (St. Monica’s College of Education, Department of Education Studies)

  • Sandra Aidoo

    (University of Cape Coast, Department of Vocational and Technical Education)

  • Elizabeth Adoma Sefah

    (St. Monica’s College of Education, 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.

Suggested Citation

  • Francis Britwum & Edwin Adjei & Samuel Obed Amoah & Samuel Obed Amoah & Esther Twewa Djan & Henry Yaw Acheampong & Sandra Aidoo & Elizabeth Adoma Sefah, 2022. "Assessing the Effectiveness of Leadership Styles and Achievement of Students in the Colleges of Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(3), pages 114-122, March.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:3:p:114-122
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    References listed on IDEAS

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    1. Eberts, Randall W. & Stone, Joe A., 1988. "Student achievement in public schools: Do principals make a difference?," Economics of Education Review, Elsevier, vol. 7(3), pages 291-299, June.
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