Abstract
The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable and the dependent variable. Data was collected with questionnaire from 140 teachers from nine special schools. Data was analyzed descriptively and inferentially. The study found a significant positive correlation between the leadership style and retention of special needs education teachers. Head teacher’s leadership style was also found to have a statistically significant impact on retention of the teachers. It was recommended that head teachers of special schools should involve their teachers in the decision making process regarding the progress of the school so as to enhance teachers’ job satisfaction and retention.
