Impact of Transformational Leadership Characteristics on Leaders of University of Education, Winneba, Ghana

Abstract

The study adopted a quantitative and qualitative case study approach to investigate the impact of transformational leadership characteristics on leaders in University of Education, Winneba, Ghana. Two assumptions accompanied the study. The conceptual framework of the state government work environment and the transformational theory by Avolio and Bass was adopted in this study. The study employed the non-experimental case study design. The target population was all people running administrative duties in University of Education, Winneba. Multi-stage sampling technique was employed by using purposive sampling and convenience sampling to sample the universities and the participants respectively. Fifty participants were single out in this study. The study adopted Avolio and Bass Multifactor leadership questionnaire (MLQ) together with an interview guide as a supplementary instrument for the study. Data from the respondents was analyzed using inferential statistics t-test to evaluate the difference between the means of two different groups on the major transformational leadership features descriptive statistics include mean, standard deviation, and calculated probability (p-value)  using the SPSS19.0. It was found that demographic features of an individual such as gender and marital status affect their transformational leadership styles. It was also unveiled that the leaders’ exhibit transformational leadership features such as spending time to teach and coach followers; paying attentiveness to each individual follower’s demand for accomplishment and growth, and identifying the capabilities and limitations of followers. The independent t-Test revealed that the leaders’ exhibit the four I’s of transformational leadership frequently. Finally it was established that leaders should mobilize followers’ commitment to achieve results beyond what would normally be expected and emphasize ethics with symbolic actions to ensure leadership development in Ghanaian universities. It was recommended that University of Education, Winneba should provide male and females with equal education on regular basis in order for them to build upon their prerequisite skills at the same level to unravel the notion that school administration is gender sensitive. Also, administrators, HODs and deans in University of Education, Winneba should primarily exhibit the transformational leadership features in their administration to enhance the efficient acquisition of the institutional needs and wants.