Tutors’ Leadership Experiences in Public Colleges of Education Using Tengey’s (2018) Virtue-Based Leadership Concept

This study explored the leadership experiences of tutors in public Colleges of Education (CoEs) using Tengey's (2018) leadership concept. Utilizing the interpretivist paradigm, this study employed a qualitative research approach and a phenomenological design to collect data from 40 eligible participants using purposive, maximum variation, and snowball sampling techniques. Data were collected using a semi-structured interview guide. The analysis concentrated on identifying themes. Tutors viewed leadership as a holistic, value-driven process rooted in personal virtues, ethical responsibilities, and strategic foresight, extending beyond formal roles to encompass relational and future-oriented influence. The leadership experiences of tutors in public CoEs reflect Tengey's (2018) concept of inclusive, value-driven leadership that extends beyond formal roles. These attributes include responsibility and accountability, moral discipline, courage and confidence, creativity and innovation, collaboration and influence, and future-oriented thinking. Systemic barriers to implementing Tengey's (2018) value-based leadership include limited forward thinking, dependence on formal authority, inadequate ethical discipline, and disregard for informal leadership contributions. The findings demonstrate a need for leadership development that enhances ethical awareness, promotes collaboration, and fosters innovation, while accounting for institutional and cultural constraints. Among other things, public CoEs in Ghana should establish systems to identify and foster leadership at all levels, extending beyond administrative roles.
KEYWORDS: Tutors’ leadership, lived experiences, public colleges of education, Tengey’s leadership concept