Leadership styles and influences on teachers’ assiduity: Case of some selected secondary schools in Mezam division.

Abstract

This study is titled ‘Leadership styles and influences on teachers’ assiduity’. It studies the problem of teachers’ assiduity (commitment) in relation to leadership styles. We observed that teachers’ assiduity is a problem especially in exercising their duties. This could be justified by absenteeism, low coverage of syllabus. The main objective of this study was to find out the relationship that exists between leadership styles and teachers' assiduity. The general research question was: to what extend can leadership styles influences teachers’ assiduity? The principal hypothesis stated that, there is a relationship that exists between leadership styles and teachers assiduity. Four research hypothesis were stated. The study was carried out in Bamenda 3, Mezam Division in the North West Region of Cameroon in 7 randomly selected secondary schools. A sample size of 175 subjects constituted the population of the study. The instrument that was used for data collection was a questionnaire. The data collected was analyzed by making use of descriptive statistics and Pearson product moment to test the hypothesis at a 0.05 level of significance. From the analysis, the following results were obtained: Hypothesis 1 revealed that there exist a relationship between democratic leadership style and teachers’ assiduity with a Pearson correlation index of rxy =0.725 with a coefficient determination of 52%. At this level, the alternative hypothesis Ha was accepted since the rxy value is greater than the critical value of 0.163 while the null hypothesis Ho was rejected. Hypothesis 2 revealedthat there exist a relationship between authoritarian leadership style and teachers’ assiduity with a Pearson correlation index of rxy = 0.562 with a coefficient determination of 32%. At this level, the alternative hypothesis Ha was accepted since the rxyvalue is greater than the critical value of 0.163 while the null hypothesis Ho was rejected. Hypothesis 3 revealed that there exist a relationship between laissez- faire leadership style and teachers’ assiduity with a Pearson correlation index of rxy = 0.448 with a coefficient determination of 20%. At this level, the alternative hypothesis Ha was accepted since the rxyvalue is greater than the critical value of 0.163 while the null hypothesis Ho was rejected. Hypothesis 4 revealed that there exist a relationship between situational leadership style and teachers’ assiduity with a Pearson correlation index of rxy = 0.620 with a coefficient determination of 38%. At this level, the alternative hypothesis Ha was accepted since the rxy value is greater than the critical value of 0.163 while the null hypothesis Ho was rejected. Based on the above findings, we have been led to make the following affirmations • Democratic leadership style has a positive impact on teachers’ assiduity. As a result encourages teachers to participate in the affairs of the school as a whole. • Authoritarian leadership style has an influence on teachers’ assiduity to an extent. It should be used with extreme caution within crisis or genuine emergency in school. • Laissez faire leadership has an influence on teachers’ assiduity to an extent but it should not be encouraged in our schools since it can be abused. • Situational leadership style has an influence onteachers’assiduity. Principals of schools are hereby advice to choose wisely the various leadership styles since they in one way or the other influences teachers assiduity. In this way, the principal should be tactful and flexible in his or her style of leading.