ABSTRACT School leadership is supposed to be effective, strategic and transformative; resulting in high teacher commitment and motivation to do more than they are originally expected to do. The study examined the influence of headteacher’s transformational leadership practices on teacher organizational commitment in the Upper Manya Krobo District in the Eastern region. Cross-sectional descriptive survey design was used for the study. The purposive sampling technique was used to select 200 teachers from the district for the study. A 35-item Likert scale questionnaire was used for the data collection. Basic descriptive statistics were computed and the Spearman correlation analysis at an alpha level of .05 was used to explore the relationship between headteacher transformational leadership and teacher commitment. The study revealed that teachers perceived their headteachers to practice transformational leadership slightly above average. It was also evident that teachers had slightly weak commitment to the Ghana Education Service or School Management, but had passion and a sense of responsibility to the school children. The study also found weak but positive and statistically significant relationships between transformational leadership practices and teacher’s affective, and continuance commitments as well as positively weak but insignificant relationship between transformational leadership practices and teacher’s normative commitment The study recommended a leadership training programme, designed to improve and to increase headteacher's transformational leadership practices for public and private basic school teachers. Furthermore, a Ghanaian school leadership model that will examine the context of competencies, a typology of skills, for national school development was recommended as a necessity.
