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The study objective concentrated on the Perception of the Effect of School Heads' Leadership Style on Students' Learning. To achieve these goals, appropriate research questions were developed to elicit opinions and general concepts about how respondents perceive their school leaders' leadership competencies and the typical leadership style they employ. The study focused on three common leadership styles: democratic leadership, authoritarian leadership, and laissez-faire leadership, and how each may affect children's school learning. To achieve these objectives, relevant research questions were devised to gather respondents' thoughts and basic notions about how they see their school leaders' leadership abilities and the usual leadership style they utilize. The study's overall sample size was 324 people, with 61 teachers (51 men and 10 females) and 263 pupils (151 males and 112 females) serving as responders. The study's findings revealed that the respondents had varying educational degrees and had worked in the schools surveyed for more than three years. This demonstrates that the respondents were already familiar with the leadership styles of their various school principals. The study established that the majority of the respondents who participated in the study were between 15 and 50 years of age. A descriptive design was implemented for a study using a simple random sampling technique to select participating teachers and students to respond to questionnaire items. The acquired data was efficiently analyzed using the Social Sciences Statistical Package (SPSS) version 28. The data findings were analyzed and discussed in light of the research study's objectives. The report also suggests that, because the study only looked at public senior high schools, a comparable study be carried out in private senior high schools in the towns for comparison.

The purpose of the research study is to determine the impact of school heads' leadership styles on students' learning in the Sunyani and Sunyani West municipalities. The study has shown that the age and academic credentials, as well as the work experience of school heads, however, the crucial factors shaping the style of leadership that they display is likely to infer that senior high school heads become more democratic with age, professional maturity and experience. The study has shown that students have a high degree of regard for democratic leadership. This was the product of the answers received from the respondents. They argued that teachers and students are encouraged to exchange ideas and views even though the school head has the final say on decisions; teachers and students feel free to participate more in the process; creativity is promoted and rewarded in their schools; heads seek different views and do not attempt to suppress dissident voices or others who give a less common point of view; heads inspire confidence and respect amongst the school community; teachers and students easily address any school issues with their heads; The study also proofs that democratic school heads' leadership style has some influence. The independent samples t-test analysis demonstrates that there is significant difference in the views of the male and female teachers' on the views that school heads' leadership style has effects on students' learning. To effectively conduct an in-depth review of the leadership styles used by the different heads in the selected schools, the researcher chose a descriptive research approach in order to collect quantifiable information for statistical analysis of the population sample. The study recommend that efforts should be made to hold meetings with the schools' rank and file, including the School Management Committee and Parent-Teacher Association, to address specific issues and discuss ideas that can improve academic achievement.