PRINCIPALS’ LEADERSHIP BEHAVIOUR AND TEACHERS’ ORGANIZATIONAL COMMITMENT: CASE OF SOME SECONDARY SCHOOLS IN MEZAM DIVISION

Abstract

This study aimed at investigating the leadership behaviours of principals in secondary schools. In order to achieve obectives of this study, the researcher formulated a general and specific hypothesis as follows; there is a relationship between principals’ leadership behaviour and teachers’ organisational commitment. The population of the studies included ten (10) secondary schools in Bamenda 2 Sub Division of the Mezam Division which consisted of 180 teachers of government, mission and lay private secondary schools. Methodologically and scientifically collected data was done using questionnaires. The data collected was analysed through the use of frequency counts of views and rated in percentages (qualitative analysis) while in the verification of hypotheses, subjected the data to the Pearson product moment correlation (quantitative analyses). From the analyses, the following results were obtained: (1) There is a relationship between transformational leadership behaviour and teachers’ organisational commitment. (2) A relationship exists between transactional leadership behaviour and teachers’ organisational commitment. (3) Nurturant leadership behaviour has an influence on teachers’ organisational commitment. (4) There exists a relationship between participative leadership behaviour and teachers’ organisational commitment. Thus, we concluded that there is a relationship between principals’ leadership behaviour and teachers’ organisational commitment. The following recommendations were made; appointment of principals should be based on competences and practical experiences on the field and not on political, tribal or even punitive and above all regional balance bases. The principals should always motivate efficient and effective Teachers.