Transformational Leadership Practices and Its Implications on School Climate towards Teacher Retention in Rural Areas, Ghana
Abstract
The study examines the role of transformational leadership in improving school climate and teacher retention in rural educational settings in Ghana. The study adopted a mix method approach with survey questionnaires and in-depth interview guide as its main tools for data collection.The study explores how transformational leaders inspire, motivate, and influence positive changes in school culture, ultimately addressing challenges such as teacher shortages and low morale in rural schools. The findings of the study reveal that a multiple regression coefficient shows both standardized and unstandardized of the transformation characteristics. The formulated model shown that the optimal parameters are the motivation and collaboration. Findings suggest that transformational leadership practices, including fostering collaboration, promoting a shared vision, and providing individualized support, have a significant impact on creating a conducive school climate and improving teacher retention rates. Recommendations are made for implementing leadership development programs tailored to rural contexts. The study therefore recommends that educational managers should endeavor to ensure effective leadership in the management of schools.
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The authors and co-authors warrant that the article is their original work, does not infringe any copyright, and has not been published elsewhere. By submitting the article to GPH-International Journal of Social Science and Humanities Research, the authors agree that the journal has the right to retract or remove the article in case of proven ethical misconduct.
Firozpur Jhirka, Haryana, India
