Abstract:
This paper will explore some of the tensions that arise for Ghanaian headteachers
in trying to resolve traditional and tribal expectations with ‘Western’ conceptions of leadership
roles and competencies. These are particularly acute in rural communities where expectations of
school leaders often reflect, and are constrained by, ascribed status in the tribe or village. Gender
issues illustrate these tensions as successive governments initiate strategies to ensure that gender
equality concerns are integrated into all their policies and programmes. The starting point for
this paper—the process of research itself—sets the scene for an exploration of a complex
multi-faceted leadership culture.
