Authors :
Pefoura Poumie Youssouf Yacin
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3ZV4hrv
DOI :
https://doi.org/10.5281/zenodo.7723089
Abstract :
The objective of the study was to investigate
on the effects of principal leadership style on school
performances in public and private secondary schools in
Cameroon. The study brought out the following research
problems: does the autocratic leadership style affect
school performances?, do laissez-faire leadership style
affect school performances?, does democratic leadership
style affect school performances?, do situational
leadership styles affect school performances?. The paper
adopted a survey. A survey looks at the individual, group
of people, groups and material to describe, analyse and
interpret entities. The survey is also employed to enable
the researcher study a large number of populations, one
of the quantitative research models. The universe of this
paper was made up of 426 certified secondary teachers
in the Mfoundi Division in the Centre Region of
Cameroon by the easily accessible sampling method
(simple random sample) where every everybody had the
same chance of being selected for the study. The data
were obtained by using a questionnaire which was made
up of three parts. Part one was the demographic
information, for part two we had principal leadership
and school performances and the last part was school
performances. The questionnaire was analysed using
statistical package for social science (SPSS) and smart
partial least square – structural equation (PLS-SEM).
The results of the study revealed that: Democratic
leadership style affect school performances positively
(path coefficient of 0,964), laissez-faire leadership styles
affect school performances positively (path coefficient of
0,905), autocratic leadership style affects school
performances positively (path coefficient of 0,955) and
the situational leadership style affect school
performances positively (path coefficient of 0,979).
Finally, the results proposed situational leadership style
as the best style that can be used by principal in order to
improve on school performances since it had the highest
path coefficient of 0.979. A model was proposed at the
end of the study called “principal leadership style and
school performances” as seen in figure 5.
Keywords :
Principal, Principal Leadership Style, School Performances.
The objective of the study was to investigate
on the effects of principal leadership style on school
performances in public and private secondary schools in
Cameroon. The study brought out the following research
problems: does the autocratic leadership style affect
school performances?, do laissez-faire leadership style
affect school performances?, does democratic leadership
style affect school performances?, do situational
leadership styles affect school performances?. The paper
adopted a survey. A survey looks at the individual, group
of people, groups and material to describe, analyse and
interpret entities. The survey is also employed to enable
the researcher study a large number of populations, one
of the quantitative research models. The universe of this
paper was made up of 426 certified secondary teachers
in the Mfoundi Division in the Centre Region of
Cameroon by the easily accessible sampling method
(simple random sample) where every everybody had the
same chance of being selected for the study. The data
were obtained by using a questionnaire which was made
up of three parts. Part one was the demographic
information, for part two we had principal leadership
and school performances and the last part was school
performances. The questionnaire was analysed using
statistical package for social science (SPSS) and smart
partial least square – structural equation (PLS-SEM).
The results of the study revealed that: Democratic
leadership style affect school performances positively
(path coefficient of 0,964), laissez-faire leadership styles
affect school performances positively (path coefficient of
0,905), autocratic leadership style affects school
performances positively (path coefficient of 0,955) and
the situational leadership style affect school
performances positively (path coefficient of 0,979).
Finally, the results proposed situational leadership style
as the best style that can be used by principal in order to
improve on school performances since it had the highest
path coefficient of 0.979. A model was proposed at the
end of the study called “principal leadership style and
school performances” as seen in figure 5.
Keywords :
Principal, Principal Leadership Style, School Performances.
