Leadership Style of Head Teachers of Basic Special Schools As Correlates of Retention of Special Needs Educators in Southern Ghana

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dc.contributor.authorFelix Kwame Kumedzro, M.Phil
dc.contributor.authorOtube, Nelly
dc.contributor.authorWamunyi, Chomba
dc.contributor.authorRuno, Mary
dc.date.accessioned2023-06-27T13:58:07Z
dc.date.available2023-06-27T13:58:07Z
dc.date.issued2016
dc.descriptionArticleen_US
dc.description.abstractThe study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable and the dependent variable. Data was collected with questionnaire from 140 teachers from nine special schools. Data was analyzed descriptively and inferentially. The study found a significant positive correlation between the leadership style and retention of special needs education teachers. Head teacher’s leadership style was also found to have a statistically significant impact on retention of the teachers. It was recommended that head teachers of special schools should involve their teachers in the decision making process regarding the progress of the school so as to enhance teachers’ job satisfaction and retentionen_US
dc.identifier.citationKumedzro, F. K., Otube, N., Wamunyi, C., & Runo, M. (2016). Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana. Journal of the American Academy of Special Education Professionals, 103, 115.en_US
dc.identifier.issn2325-7466
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26004
dc.language.isoenen_US
dc.publisherERICen_US
dc.titleLeadership Style of Head Teachers of Basic Special Schools As Correlates of Retention of Special Needs Educators in Southern Ghanaen_US
dc.typeArticleen_US
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