The Influence of Authentic Leadership on Teacher Performance in Public Primary Schools in the Greater Banjul Area, the Gambia

Abstract

This study explores how authentic leadership influences teacher performance in public primary schools of The Gambia. Leadership plays an important role in shaping teacher engagement and dedication, especially in challenging settings. Drawing from Avolio and Gardner's Authentic Leadership Theory and Marzano's teacher performance model, the research analysis policy documents, academic literature, and institutional reports through qualitative thematic analysis.
The analysis uncovers a significant gap between policy and practice: although the importance of leadership is acknowledged by national frameworks, school leaders are left without a clear direction due to the absence of clear values-based models. The Implementation of authentic leadership is hindered by systemic obstacle, such as resource shortages, overburden support systems, and inadequate leadership training.
The research concludes that promoting authentic leadership serves as a contextually appropriate approach to enhancing teacher performance in schools in The Gambia. It is recommended that authentic leadership principles are incorporated by the Ministry of Basic and Secondary Education into national competency standards for school leaders, develop extensive leadership training programs, and change the system of the cluster monitor from compliance-focused to roles centred on coaching and mentorship, thereby supporting both instructional leadership and the well-being of teachers.