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Principals’ responsibilities have escalated in quantity and complexity. Mandates to increase student achievement and improve school grades overwhelm one person. Hence, principals are obliged to enlist teachers to serve in leadership roles. This research sought to determine whether there is a relationship between distributed leadership and teacher affective commitment. One hypothesis, null and alternative, was formulated, and data were collected from 230 teachers. Results revealed that distributed leadership correlated with teachers’ affective commitment.

This investigation sought information about principals and their relationship with computer technology. Several questions were fundamental to the inquiry. Are principals prepared to facilitate the attainment of technology's promise through the integration of computer technology into the teaching and learning process? Are principals prepared to use computer technology to accomplish administrative and managerial tasks? What can be stated about principals' current expertise to use computer technology? Principals' responses to items on the Computer Technology Survey enabled an examination of their (a) role in facilitating and participating in the integration of computer technology into teaching and learning, (b) perceptions about computer technology for managerial and administrative tasks, (c) expertise acquired to use computer technology, and (d) professional development needs to enhance computer technology skills.

PurposeLeadership is a key commodity in twenty‐first century organizations. This is especially true for school organizations. This paper aims to respond to six questions about head teachers and leadership of basic schools.Design/methodology/approachHead teachers responded to survey items about proficiencies required for effective leadership and those demonstrated in practice. The Greater Accra region of Ghana was the setting and head teachers constituted the sample. A survey with a unique identifier was distributed to head teachers at their schools. Analysis was conducted using SPSS and output was translated into frequencies and percentages.FindingsA premise of the research was that heads of basic schools lacked leadership proficiencies because of the absence of school leadership preparation programs. Heads of basic schools lack professional preparation in leadership, and practice management and administrative behaviors rather than leadership.Practical implicationsGhana has implemented several reforms with the intent of developing a quality education system; however, there has not been a focus on leadership. The literature is clear about the vital role head teachers have in effective schools and student achievement. This research calls attention to the leadership needs of head teachers in the Ghana education system.Originality/valueThis research reveals that Ghana faces a leadership challenge related to head teachers' professional development. The results are an alert to policy makers to institute educational reform that addresses head teachers' leadership in basic schools.

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