August 19, 2024African Journal of Empirical ResearchOpen Access

Follower Response and Leader Effectiveness in Selected Public Basic Schools in Ghana

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Follower dormancy and unrepresentative role-based behaviours undermine leader effectiveness, as documented across a total sample size of 110 basic school respondents.
Phenomenological research design utilized purposive sampling alongside snowballing to gather self-administered questionnaires and in-depth interviews.
Highlights the need to restructure school management committees, which requires targeted training to foster leader-follower reciprocity theory in practice.

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Implication

Phenomenological analysis reveals follower dormancy and role ambiguity impair headteacher effectiveness in public basic schools, highlighting the need for committee restructuring.

Cite This Study

Duorinaah et al. (2024) studied this question.

synapsesocial.com/papers/68e5bd35b6db643587554c0d https://doi.org/10.51867/ajernet.5.3.63

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Implication

Phenomenological analysis reveals follower dormancy and role ambiguity impair headteacher effectiveness in public basic schools, highlighting the need for committee restructuring.

Follower Response and Leader Effectiveness in Selected Public Basic Schools in Ghana

Key Points

Discussion

Implication

Cite This Study

Follower Response and Leader Effectiveness in Selected Public Basic Schools in Ghana

Key Points

Discussion

Implication

Cite This Study

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