Bridging the divide: Cultivating collaborative leadership in a rural Ghanaian school

This study examines administration-faculty relationships at Chiana Senior High School (SHS) in Ghana, highlighting challenges in communication, cultural sensitivity, decision-making, and professional development. Using a mixed-methods approach, findings reveal that 75.6 % of faculty feel their concerns are unaddressed while communication channels exist. In absence of cultural sensitivity training, many (73.2 %) suggested that cultural diversity influences decision-making and conflict resolution. Among faculty members, majority (54.9 %) is involved in decision-making, with most (92.7 %) of them without access to adequate resources. The study's novelty lies in its application of transformational leadership and participatory decision-making theories in a rural Ghanaian context, addressing an underexplored educational landscape. Although limited to one institution, it provides crucial insights for improving administration-faculty collaboration. Recommendations include enhancing communication, fostering participatory decision-making, and expanding cultural sensitivity training to create a more inclusive educational environment.