Participatory Leadership, Teacher Creative Thinking and Instructional Preparedness in Basic Schools: Evidence from the Kwadaso Municipality

Abstract

This study investigated the role of participatory leadership in enhancing teachers’ creative thinking and instructional preparedness within the Kwadaso Municipal Assembly in Kumasi. A mixed-method research design, combining quantitative and qualitative approaches, was employed to provide a comprehensive understanding of the relationships among the variables. Purposive and simple random sampling techniques were used. Quantitative data were collected from 261 teachers and analysed using descriptive statistics to summarise responses, correlation analysis to examine relationships among constructs, and regression analysis to assess the predictive power of participatory leadership on teacher outcomes. Complementing the quantitative phase, qualitative data from 18 headteachers were gathered through open-ended items and analysed using Atlas.ti to identify thematic patterns that supported the statistical findings. Out of a total population of 767, the sample size for the study was 297. The results showed a strong positive correlation between participatory leadership and teachers’ creative thinking (r = 0.825, p = 0.000). Similarly, participatory leadership demonstrated a strong positive correlation with instructional preparedness (r = 0.926, p = 0.000). Regression analysis further revealed that even in the absence of participatory leadership, creative thinking (? = 0.744) remains statistically significant, whereas instructional preparedness (? = 0.388) may depend on additional contributing factors. The study concluded that headteachers should adopt and strengthen participatory leadership practices, actively involve teachers in school-level decision-making, and provide continuous professional learning opportunities to foster creative thinking and enhance instructional preparedness. It was recommended that education authorities should provide adequate resources and supportive environments that encourage collaboration, innovation, and continuous improvement in teaching and learning at the basic level.