The Impact of Leadership Styles on Selected Educational Administrators in the Suame Municipality of Ghana

Collins Twumasi ORCID iD, Peter Anti Partey ORCID iD & Dickson Adom ORCID iD 

Issue: Vol. 6 No.12 Article 23 pp. 3204 – 3219
DOI: https://doi.org/10.38159/ehass.202561223 | Published online 27th  November, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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Leadership styles are pivotal in shaping the dynamics and effectiveness of educational administration. They encompass a spectrum of approaches that educational administrators adopt when guiding and managing educational institutions. This study delves into the intricate realm of leadership styles within Suame Municipality’s educational administration at the basic and secondary levels and examines their implications for various stakeholders. The study adopted a convergent parallel mixed-methods research design, which aimed to gather both qualitative and quantitative insights about the phenomenon under investigation. A stratified sampling approach was used to select a sample of 150 teachers within the municipality. The study unveiled a diverse landscape of leadership styles in Suame Municipality’s educational administration. Transformational and Transactional leadership styles were prominently perceived, but the complexity extended further to include Laissez-faire, Autocratic, and Democratic styles. This diversity reflects a multifaceted approach to leadership within the educational context, highlighting the coexistence of various leadership paradigms. This research sheds light on the intricate dynamics of leadership within Suame Municipality’s educational administration. It describes the multifaceted nature of leadership styles, coupled with varying stakeholder perceptions and nuanced correlations with key performance indicators, and underscores the complexity of educational leadership in the municipality. The study contends that effective educational administration and leadership should adopt a holistic approach that considers the contextual nuances in educational administration.

Keywords: Basic Education, Secondary Education, Educational Administration, Educational Leadership, Leadership Styles, Ghana

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Mr. Collins Twumasi holds a Master of Education in Educational Administration and Management from the University of Education, Winneba. He is now a student at the Kwame Nkrumah University of Science and Technology, pursuing a one-year top-up MPhil in Educational Planning and Administration. His research interest is in Educational Leadership, Leadership and Mentorship, and pedagogical Approaches in enhancing pupils’ performances.

Dr Peter Anti-Partey is a lecturer at the University of Cape Coast, Department of Business and Social Sciences Education, and also the Executive Director of the Institute for Education Studies (IFEST). He is also an adjunct lecturer in quantitative techniques, curriculum development and management at other higher educational institutions. His research interests lie in the economics of education, curriculum and pedagogy, education financing and policy analysis.

Dr. Dickson Adom is a Senior Lecturer at the Department of Educational Innovations in Science and Technology of the Kwame Nkrumah University of Science and Technology in Ghana. He is the lead campaigner for the Rights of Nature Ghana Movement, aimed at pushing for the integration of the rights of nature into Ghana’s environmental governance and an advisor to Gower Street, U.K. He is a Salzburg Global fellow, a Research Fellow at INTI International University and a Visiting Scholar at the Pangasinan State University.

Twumasi, Collins, Peter Anti Partey, and Dickson Adom.“ The Impact of Leadership Styles on Selected Educational Administrators in the Suame Municipality of Ghana.” E-Journal of Humanities, Arts and Social Sciences 6, no. 12 (2025): 3204 – 3219, https://doi.org/10.38159/ehass.202561223

© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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