Transformational Leadership: An Imperative for Quality Education in Pre-tertiary Schools; Lessons from Ghana

Abstract

Presently, majority of countries are working towards achieving the 17 Sustainable Development Goals (SDG).  Apparently, SDG 4, which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, is critical for human development and the reduction of poverty. Quality education is a significant goal to achieve and a priority for majority of countries. Looking at education UNESCO indicates that it is a human right for all throughout life and access must be matched by quality. Research has indicated that school leaders have an important part to play in ensuring quality education. As noted, leadership style is the second biggest influence on student learning, just behind classroom teaching (Leithwood, Jantzi & McElheron-Hopkins, 2006). Effective school leadership ensures effective use of resources in schools which ultimately improves learning outcomes and quality of education. This paper reviews concepts of quality education, school leadership, leadership’s link to quality education and the essence of transformational leadership. Transformational leadership in this context is underpinned by theoretical perspective, of Bass’s transformational leadership theory of 1985. Examples of some experiences in Ghanaian basic schools in relation to the importance of leadership to improve learning outcomes are pointed out to bring out lessons that can be applied to other countries such as those in the in Africa and the Americas. The focus of the paper emphasizes the essence transformational leadership for quality education as it creates the enabling environment that promotes quality education. The author concludes that transformational leadership is essential for pre-tertiary schools in Ghana and elsewhere as it enables one to build trust by communicating a strong vision, giving selfless service, providing training in line with staff needs, giving and mobilizing resources, preparing to take risk with followers and modelling what is expected of them. Also, school leader preparation and training programmes must be designed in ways that will enable the transmission of knowledge and skills associated with transformational leadership.

Keywords: Transformational leadership, Quality education, Pre-Tertiary schools, School leadership

DOI: 10.7176/JEP/17-1-16

Publication date: January 30th 2026