Distributed Leadership Practices in schools in Ghana: Perspectives of headteachers and teachers in Basic Schools in the Northern Region

Abstract

This study sought to explore the perceptions of basic school headteachers and teachers regarding distributed leadership practices across basic schools in Northern Ghana. The study population included all public basic schools in the Northern Region of Ghana. A qualitative approach with a descriptive phenomenological design was adopted for data collection and analysis. A semi-structured interview guide was used for data collection. The findings revealed that distributed leadership plays a crucial role in enhancing school performance and increasing teachers’ commitment to working effectively towards achieving predetermined goals. The study concludes that distributed leadership practices are vital for enhancing the overall effectiveness of basic schools. Based on these findings, the study suggests that a distributed leadership approach should be practiced to promote a positive school climate and efficiency in basic school management.