Ghanaian Headteachers' and Teachers' Perspectives on Distributed Leadership Practices in Schools: A Phenomenological Inquiry

Distributed leadership practices in schools have gained prominence as a critical approach to meeting global educational goals. This study explored the perceptions of headteachers and teachers regarding distributed leadership practices in schools in Ghana. Anchored in the Distributed Leadership Theoretical Framework, the study adopted a qualitative descriptive phenomenological design underpinned by the constructivist philosophical paradigm. The research focused on headteachers and teachers in public basic schools within the Old-Tafo Municipal area of the Ashanti Region, Ghana. Using multiple sampling techniques, 15 participants were selected through census, purposive, and simple random sampling methods. Data were collected using a semi-structured interview guide and analysed through thematic analysis. The study found that distributed leadership fosters collaboration, inclusivity, shared responsibility, mutual trust among school stakeholders, and serves as an effective strategy to alleviate headteacher burnout and reduce leadership overload. The study concluded that distributed leadership is essential for enhancing teacher morale, building leadership capacity, and reducing headteacher workload. The study recommended that the Ministry of Education, teacher training institutions, and headteachers prioritize continuous professional development programmes to equip teachers with leadership skills. Also, headteachers should establish formal structures to support collaborative decision-making in schools.