Distributed Leadership, Teacher Organizational Commitment and Teacher Empowerment Among Private Elementary School Teachers in Northern Ghana
DOI:
https://doi.org/10.54536/ajmri.v1i2.301Keywords:
Distributed leadership, Teacher organizational commitment, Teacher empowerment, Private elementary schools, GhanaAbstract
Without committed teachers, no meaningful progress can be achieved in addressing the challenge that the schools are facing. The study aims to investigate the relationship and influence between distributed leadership (DL), teacher organizational commitment (TOC) and teacher empowerment (TE) in selected private elementary schools in the Northern region of the Republic of Ghana. The paper reports findings from 22 elementary private school teachers out of the 25 questionnaires administered using convenience sampling. To analyze the data, the SPSS version 25.0 was employed. The descriptive statistics and Spearman rho correlations were applied to understand the interactions between the variables. Also, Normality and reliability were conducted on the items and variables respectively. The results reveal a direct relationship between distributed leadership and teacher organizational commitment, distributed leadership and teacher empowerment, and lastly, teacher empowerment and teacher organizational commitment. The results propose that school proprietors and headteachers find ways to distribute leadership in private elementary schools. Sharing leadership roles to a teacher means empowering them which will enhance and improve the commitments of teachers in the various schools. This research replicates and respond to the call for further research by Mohd Ali & Yangaiya (2015) in Nigeria because it is an important study that will have good future outcomes. This study would employ the same variable but will be conducted in the Republic of Ghana.
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Copyright (c) 2022 Nurideen Alhassan, Naziha Alhassan
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