School leadership and organizational change: does teacher innovative behaviour play a significant role?

Purpose The implementation of school improvement initiatives – such as Ghana’s standards-based curriculum (SBC) – necessitates transformational and contextually responsive school leadership. In line with this, the recent primary school curriculum reform policy in Ghana requires not only the adoption of the SBC but also a reconfiguration of leadership practices to support its effective implementation. These policy demands have significant implications for how teacher concerns are understood and managed in the context of educational change. Drawing on the social exchange theory (SET), the present study investigates the extent to which learning-centred leadership (LCL) practices, in conjunction with teacher innovative behaviour, facilitate the reduction of teachers’ general concerns regarding the implementation of the SBC. Design/methodology/approach This study tested a conceptual model using data collected from 319 public basic school teachers and their headteachers in the Bosomtwe District of Ghana. To ensure a representative sample of the teacher population, a stratified random sampling technique was employed based on school location – urban, semi-urban and rural. The majority of participants were drawn from urban schools, followed by semi-urban and rural areas, thereby ensuring a diverse and contextually relevant representation. Structural equation modelling (SEM) was employed to examine the study’s hypothesized relationships. Findings The study found that learning-centred leadership significantly reduced teachers’ general concerns regarding the implementation of the standards-based curriculum (SBC); however, this relationship was partially mediated by teacher innovative behaviour. Research limitations/implications This study offers valuable insights into the role of learning-centred leadership and teacher innovative behaviour in addressing concerns related to the implementation of the standards-based curriculum (SBC). However, several limitations warrant consideration. First, the cross-sectional design limits the ability to draw causal inferences. Future research employing longitudinal designs is recommended to explore the dynamics of these relationships over time. In addition, experimental or quasi-experimental approaches could help eliminate alternative explanations and provide more robust evidence to inform policy decisions aimed at promoting the effective implementation of the SBC. Practical implications In countries with challenging economic and technological conditions, such as Ghana, implementing educational change initiatives can disrupt teachers’ expectations, leading to significant concerns and emotional imbalance. Addressing these challenges requires a special leadership style, such as learning-centred leadership that nurtures teacher creativity. Learning-centred leaders offer meaningful learning opportunities, cultivate risk-tolerant environments, and articulate a clear vision of change to support and inspire teachers to confidently engage with new initiatives. Therefore, comprehensive assessments and the provision of professional development training tailored on cultivating learning-centred leadership traits are essential for preventing and managing teacher concerns about educational change. Social implications This research holds international relevance by highlighting the need for further studies on school leadership and the implementation of organizational change programmes in low- and middle-income countries, with particular emphasis on fostering learning-centred leadership that nurtures teacher creativity. It also creates opportunities to situate the findings within broader comparative studies and encourages future research across diverse and contrasting educational contexts. Originality/value This study offers original insights by thoroughly examining the direct and indirect relationships between learning-centred leadership and teacher concerns regarding the implementation of educational change, with teacher innovativeness serving as a mediator. Through the use of SEM, it provides a nuanced understanding of these dynamics. Additionally, the focus on teaching cohorts from a low- and middle-income country adds valuable perspective to the ongoing discourse on the role of leadership in facilitating educational change.