The Ghana Education Service (GES) is facing challenges in school leadership and hence a lot of criticisms on basic school performances. The issue is whether school leadership relates to school performances and that there is the need for transformation leadership. The purpose of this study was to discuss self-reported leadership practices inventories (LPI) of graduate students to highlight their transformational school leadership potentials. The study participants were conveniently sampled from two Ghanaian public universities. Data from the self-reported LPI scores indicated a strong sense of self belief and the leadership potentials (M=48.93, sd=6.47). Gender differences in transformational abilities showed no statistical significance (t=-0.93, df=198, p=0.07), and the same with institutions (t=-0.99, df=198, p=0.38). However, the only statistical differences came from gender groups’ report on “Enable Others to Act” (t=-1.72, df=198, p=0.01).Discussions focused on the need for a more futuristic thinking, people-focused skills, the practices of enablement, and the avoidance of discrimination against women in school leadership within GES. Five recommendations were made for transformational leadership in GES including INSET leadership contents, a research and development of school leadership mode, and a national certification policy.
This study is one of very few studies which have investigated the use of Leadership Practices Inventories in assessing leadership potentials among educators, in this case school leadership, in Ghana. The study relates empirical research to actual practice in schools for further development.
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This study received no specific financial support.
The authors declare that they have no competing interests.
All authors contributed equally to the conception and design of the study.