Principals’ management styles and teachers’ effectiveness in some secondary schools in Yaounde VI.

Abstract

This research investigated Principals’ management styles and teachers effectiveness in GBHS Mendong, GBHS Etoug-Egbe, Quality International School (QIS), Jesus Mary College Simbock JMC, and Maximillian Evening School Simbock (MES) in Yaoundé VI. These management styles were Autocratic, Democratic, Laissez-faire (Permissive) and Participative management styles and Teachers Effectiveness was based on what these teachers do in the school and particularly the classroom such as lesson note preparation, assessment, curriculum and co-curricular activities. To facilitate the conduct of this study, four hypotheses derived from the research question were formulated and verified, if the teacher’s effectiveness has a significant relationship with the principal’s management styles. Data was collected from 5 Principals and 235 teachers who were actually close and worked in collaboration with the principals of these five schools in Yaoundé, using a questionnaire. The data statistical test used was Khi Square(X2) and percentages. All hypotheses were tested at 0.05, which was the level of significance and the degree of freedom was 1. The results of the four hypotheses analyzed revealed that: - There is a significant relationship between the degree of Principals’ autocratic management style and teachers’ effectiveness. - There is a significant relationship between the degree of Principals’ democratic management style and teachers’ effectiveness. - There is a significant relationship between the degree of Principals’ permissive (laissezfaire) management styles and teachers’ effectiveness. - There is a significant relationship between the degree of Principals’ participative management styles and teachers’ effectiveness. Based on these findings some recommendations were proposed.