Transformational leadership and union strength as predictors of union commitment in Ashanti region senior high schools, Ghana
DOI:
https://doi.org/10.51867/ajernet.7.4.17Keywords:
Labour, Senior High School, Transformational leadership, Union Commitment, Union StrengthAbstract
This study examined transformational leadership of senior high school (SHS) heads, union strength and union commitment of teachers in the Ashanti Region of Ghana, using the quantitative descriptive-correlational design. Data were collected from a random sample of 400 public SHS teachers through the Multifactor Leadership Questionnaire, Union Strength and the Union Commitment Scales. Data analysis was conducted using the Partial Least Squares Structural Equation Modelling. Results revealed that teachers perceived their heads as moderately transformational, with an overall average score of 51% (grand mean = 2.59, SD = 1.10). Teachers also exhibited high levels of union commitment (overall average = 70%; mean = 2.25, SD = 1.03), with 72.5% expressing pride in belonging to their unions and over 80% affirming responsibility toward union goals. Transformational Leadership to Union Commitment link was also found to be statistically significant at 14% level. The study recommends that The Ghana Education Service (GES) and schools strengthen the leadership skills of heads by holding workshops that emphasise staff morale and motivation, offering teachers individualised support, and promoting innovative approaches to instruction. Again, it is recommended that working conditions of teachers need to be enhanced by working with school governing boards, parent-teacher associations, and teacher unions. Teachers need to be involved in curriculum planning and instruction. Implement supportive practices like regular feedback sessions and teacher recognition in schools.
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