ABSTRACT

The study investigated the effects of principals’ leadership styles on teachers’ professional development in secondary schools within the Buea Municipality, Cameroon, against the backdrop of evolving educational demands and the critical role of leadership in fostering teacher growth. The research was grounded in transformational, democratic, and instructional leadership theories, aiming to explore how these styles influence teacher motivation, collaboration, and skill enhancement. The objectives included examining the impact of transformational leadership on inspiring continuous professional growth, assessing democratic leadership’s role in fostering inclusivity and open communication, and evaluating instructional leadership’s effectiveness in aligning training with curriculum needs.

A descriptive survey design was employed, with a sample of 100 teachers and 6 principals selected through stratified and simple random sampling techniques from six secondary schools in Buea. Data were collected using structured questionnaires validated for content and reliability, with Cronbach’s alpha ensuring internal consistency. Descriptive statistics, including frequencies and percentages, were used to analyze responses, revealing that transformational leadership significantly motivated teachers (75.5% agreement) and provided individualized support (92.5%), though shared vision-building was weak (30.2%).

Democratic leadership excelled in open communication (95.3%) and valuing teacher input (88.7%), but collaborative decision-making opportunities were limited (66.4%). Instructional leadership effectively aligned training with curriculum needs (93.4%) but lacked clarity in goal-setting (54.7%). The findings underscored the importance of adaptive leadership practices in enhancing teacher development, with recommendations for principals to strengthen shared vision-building and collaborative mechanisms, for teachers to actively engage in professional growth opportunities, and for the Ministry of Secondary Education to provide targeted leadership training.

The study concluded that while current leadership practices positively influence teacher development, gaps in inclusivity, goal-setting, and data-driven decision-making necessitate further attention to optimize educational outcomes in the Buea Municipality.

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

The world today teachers have to play numerous roles to successfully face the demands placed upon them by the society. To equip the teaching body with the skills and competencies needed for its new roles, it is necessary to have both quality initial teacher education and a coherent process of continuous professional development and keep the teachers up to date with the skills required in a knowledge based society. Successful professional development experiences have a noticeable impact on teachers work in and out of the classroom as well as on the teachers’ beliefs and behaviour.

According to Pearson (2022) teachers development will prepare educators to understand and appreciate all students, create safe, orderly and therefore, in the modern knowledge explosion era teacher professional development is critically important to school improvement focused on enhanced student learning outcomes. Although many factors influence the professional development of teachers, school principal is in a unique position to influence the overall quality of it. The central point of this study is to explore teachers’ views about the impact of their principals’ leadership style on their professional development. In particular this study tries to examine the leadership styles practiced by the principals and their influence on teachers’ professional development in the Buea Municipality

Background of the study

The pre-colonial era of leadership varies significantly across different regions and cultures, as it encompasses a vast period of time and diverse societies. In Africa in general and Cameroon in particular, leadership was often decentralized and based on kinship and clan systems. Tribes and ethnic groups had their own systems of governance, which could include Chiefdoms whereby many communities were led by chiefs or kings who held authority over a specific territory. These leaders were often chosen based on lineage, wisdom, or military prowess. There was the Elders in Councils whereby decision-making was frequently a communal process involving councils of elders who represented the interests of various clans or families. In some cultures, spiritual leaders or shamans held significant power, guiding the community in religious and moral matters. Patriarchal and Matriarchal Systems was notable whereby different societies exhibited varying degrees of patriarchal and matriarchal systems. In some groups, leadership and inheritance were strictly patrilineal, while others allowed women to hold significant positions, especially in markets or community decision-making. Also, there was the Influence of Religion and Culture of which Traditional beliefs and spiritual practices influenced leadership. Leaders often performed rituals to ensure the well-being of their people, reinforcing their authority. Pre-colonial Cameroon was a center for trade, especially with neighboring regions and groups. Leaders often engaged in diplomacy and formed alliances with other communities, which could enhance their power and influence.

Beginning in the late 15^th century, with the arrival of European traders and explorers, there was increasing interaction between local leaders and foreign powers. This interaction eventually led to significant changes in local governance structures with the arrival of colonialism in the late 19^th century.

Colonial Era (1884-1960), Leadership Structure was typically top-down, with principals appointed by colonial authorities. Their primary role was to enforce colonial educational policies and maintain discipline. Teachers were often underqualified, with limited professional development opportunities, as the emphasis was on rote learning and obedience rather than pedagogical skills. Post-Independence Era (1960-Present), after gaining independence in 1960, Cameroon faced the challenge of creating an educational system that reflected its diverse cultures and languages. The government recognized the need for educational reform to improve the quality of education and to train teachers effectively. The role of school principals’ leadership evolved to include not only administrative duties but also instructional leadership. They became responsible for fostering a positive school culture, supporting teachers, and engaging with the community. Training programs for principals were introduced to enhance their leadership skills, focusing on areas such as management, curriculum development, and teacher support. Continuous professional development became a priority, with various initiatives aimed at improving teaching practices. This included workshops, seminars, and partnerships with international organizations. The government and NGOs have worked together to provide resources and training for teachers, focusing on modern pedagogical techniques and the integration of technology in the classroom.

Theoretically, Burns’ theory of transformational leadership which was further expanded by Klaus. S (2022) is a leadership theory where a leader works with followers to identify the changes needed, create a vision through inspiration, and execute the change with a group of highly committed followers. Transformational leadership emerged as a significant leadership style that linked the roles of leaders and followers. Which is the process whereby leaders, teachers and students can work together to raise one another to higher levels of morale and motivation. Effective leadership involves the leader moving followers from self-interests to idealized attributes, idealized behaviours, inspirational motivation, intellectual stimulation, and individualized consideration Klaus (2023). Idealized attributes, idealized behaviors, and inspirational motivation include being able to envision a desirable future by creating goals, articulating how the goals can be reached, setting an example for others to follow, setting high standards, and showing purpose and assurance Klaus (2023). Intellectual stimulation occurs when followers have the freedom to be creative in their teaching Klause (2023) and are not micromanaged by the leader. Individualized consideration takes place when followers are encouraged to participate in various professional learning workshops and are mentored and coached by the leader Klause (2023).

This theory is related to this study in that according to the theory of transformational leadership, principals can utilize this approach to significantly impact teacher development by creating a shared vision, fostering a collaborative culture, intellectually stimulating teachers, providing individualized support, and empowering them to take ownership of their professional growth, ultimately leading to improved teaching practices and student outcomes; this is achieved through actively engaging teachers in decision-making, encouraging innovation, and recognizing their contributions, rather than simply relying on transactional methods like rewards for compliance.

Implication of transformational leadership theory for principals regarding teacher development is that by actively inspiring, empowering, and providing a vision for their teachers, principals can significantly enhance teacher motivation, engagement, and professional growth, leading to improved student learning outcomes and a more positive school culture.

The situational leadership theory, on the other hand, was formulated by Hershey and Ronald and layered updated by Ronald and MacGregor (2021) as they examined the relationships that exist between task behavior, level of maturity of the subordinates and the relationship behavior. Task behavior is a leader that defines work roles and responsibilities clearly to the members or followers (teachers) to insure task clarity. Relationship behavior, on the other hand, is the development of personal relationships, and emotional and psychological contracts between the leader and followers. The level of maturity of the subordinates shapes the first two dimensions. This dimension has three criteria which are the level of motivation exuded by the followers, their willingness to perform responsibilities and their experience and educational level (Deckard, 2022).

This theory is related to the study in that it allows principals to tailor their leadership style to each teacher’s individual needs and readiness level, providing the appropriate amount of guidance and support based on their experience and skill set, ultimately facilitating greater teacher growth and improved performance.

The implication of this theory is that it emphasizes the need for principals to adapt their style based on the maturity and competence of their teachers. Deckard (2022). This means that principals should assess the specific needs of each teacher or group of teachers and adjust their leadership approach accordingly. For example, new or less experienced teachers may require more direction and support, while veteran more autonomy.

Lastly, the contingency theory was proposed by Fiedler was later expanded by  Bill Villoria, Amy Shenkar and Mark Ellis (2022) and it states that the efficiency of the performance of the group depends on the leader’s style of interacting with his followers and his or her degree of control and influence over the circumstances, Da Cruz, ( 2020). Villoria observed that people have dominant leadership characteristics which are generally inflexible. She believes that leaders would improve their leadership effectiveness if they are put in situations that are in line with their orientation, may it be task-orientation or human relations orientation.

The theory is related to the study in that by utilizes contingency approach principal adopt their leadership style to each teacher’s individual needs and readiness level, meaning they provide different levels of guidance and support based on the teacher’s current skills and confidence, allowing for more targeted professional development and maximizing their growth potential; essentially, a principal will tell a new teacher what to do, sell an idea to a developing teacher, participate with a more experienced teacher, and delegate tasks to highly skilled teachers depending on the situation.

The implication of the theory is that it makes the principal to be flexibility in leadership style. Principal can switch between different leadership styles depending on the situation and the teacher’s needs, rather than using a one-size-fits-all approach.  It equally enables the principal to focus on teacher development. By understanding each teacher’s strengths and weaknesses, the principal can provide targeted feedback and support to help them grow professionally, Da Cruz (2020)

Conceptually, leadership style focuses on how leaders interact with their followers and has been more specifically defined as “the manner and approach of providing direction, motivating people and achieving objectives” Alan S. (2023). Alan, S. Gutterman attempt to identify different styles of leadership using research method became the foundation work by other researchers in the decades that followed authoritarian or autocratic, participative or democratic, and delegative or “free reign” (sometimes referred to as “laissez faire”). Alan Gutterman and his colleagues observed the behaviors of school children in response to different styles of leadership as they worked to complete an arts and crafts project. They concluded that good leaders use all three styles at some point in time; however, one style was usually the dominant style and democratic/participative leadership was generally the most effective approach. In contrast, poor leaders usually rely on one style regardless of the situation and are most likely to choose either the authoritarian or autocratic style or the delegate/laissez faire style.

In the field of education the terms of professional development, staff development, teacher development have been used interchangeably and have been defined in a number of ways Alan, S. (2022) believe that staff training programmes are conscious institutional efforts particularly in relation to teaching in order to improve the capability of teachers to enable them perform their roles effectively. King, F.(2020) assert that In-Service Education and Training (INSET) provides the necessary oxygen for teachers in order to survive as educated and trained professionals. They believe that staff-development programmes provide the means for teachers to experience continuing education as part of a team of professionals. Dean (2019) defines that the term professional development suggests a process which enables teachers become more professional. He maintains that the term implies a long training, practice, has its own code of behaviour and has a high degree of autonomy. Adam, B.(2018) suggests three different types of teacher development programmes:

Firstly is professional training. Adam, B. (2020) defined professional training as referred to the structured process of developing skills, knowledge, and competencies that are essential for individuals to perform effectively in their professional roles. This concept encompasses a wide range of activities and methodologies aimed at enhancing an individual’s capabilities in a specific field or profession. Adam, B (2014) comes out with some key aspects of professional training including; purpose and goals where Adam, B. (2020) focuses on skill development. The primary goal of professional training is to equip teachers with the necessary skills to perform their job functions efficiently. There is also career advancement whereby training can facilitate career growth by preparing teachers for higher responsibilities or specialized roles. There is also adaptation to change.  In rapidly evolving institution training helps teachers stay updated with the latest trends, technologies, and practices.

Adam, B. (2020) defined Professional education as refers to specialized training and education designed to equip individuals with the necessary skills, knowledge, and competencies to succeed in specific professions or careers. It typically encompasses various forms of learning, including formal degree programs, certifications, vocational training, and continuing education. Here are some key aspects of professional education as identified by Adam, B. (2020)

Purpose and Goals, the primary goal is to develop practical skills that are directly applicable in a professional context. There is also career readiness of which professional education aims to prepare teachers for specific roles within the educational framework, ensuring they meet the qualifications and competencies required by employers. Also, Adam, B (2020) comes out with some types of Professional Education such as Degree Programs which include bachelors, masters, and doctoral programs offered by universities and colleges in fields. Also, Certification Programs of which certification are offered to validate skills and knowledge in specific areas. Vocational Training,, This is focused on teaching specific trades or practical skills, often through apprenticeships or technical schools. Continuing Education, for established professionals, ongoing education is crucial to staying current with institutional changes, new technologies, and evolving best practices.

Adam, B (2020) defined Professional support as refer to the assistance and guidance provided by individuals or organizations that are trained and experienced in a particular field. This support can take many forms and is crucial in various professional contexts, including healthcare, education, business, and counseling. Here are some key aspects of professional support as identified by Adam, B (2020)

This has to do with experienced professionals guide and advise less experienced teachers in their career development. He equally mentioned coaching which has to do with focuses on improving specific skills or achieving personal goals through structured sessions. There is also supervision. In this light, supervision ensures that teachers adhere to standards and ethical practices. Meanwhile, consultation deals with experts providing specific advice or services to solve problems or enhance practices to teachers.

Contextually, most Secondary schools in Cameroon in general face a lot of challenges especially on academic development of teachers and how principals can manage or impact teachers in their institutions. Enhancing academic development of teachers in secondary schools take many measures and factors in Cameroon. According to research, teachers in Cameroon face significant obstacles to their professional development, including inadequate resources, limited access to continuous learning opportunities, a gap between theoretical training and practical classroom application, infrequent and poorly structured training sessions, lack of support from school leadership, overcrowded classrooms, and inadequate teaching materials; all contributing to a barrier in improving their teaching practices. The need for principal’s leadership style of management to be applied in the schools is of paramount importance. According to Kidrona Fleischman (2018)

Effective teacher’s development in schools is highly correlated to certain principal’s leadership style like the transformational leadership style and management of an institution. In recent years, principal’s leadership style has intensified as a mean to enhance teachers’ development in secondary schools mostly within the Buea Municipal.

Statement of the problem

In the recent educational landscape, the role of school principals has evolved beyond administrative duties to include leadership that significantly influences the professional development of teachers. Effective leadership is critical for fostering an environment conducive to continuous learning and growth among educators. However, there is a growing concern that many principals may lack the necessary skills or strategies to effectively support and develop their teaching staff. It has been indicated that strong leadership can enhance teachers’ motivation, job satisfaction, and professional growth, which in turn can lead to improved student outcomes. Despite this, there is limited empirical evidence exploring the specific ways in which different leadership styles and practices of principal’s impact teachers’ professional development. Furthermore, the perceptions of teachers regarding their principals’ leadership effectiveness and its correlation with their own development remain underexplored. This study aims to investigate the relationship between principals’ leadership styles and the professional development of teachers within secondary schools in the Buea Municipality. By identifying the key leadership practices that positively influence teacher development, this research seeks to provide insights that can inform training programs for school leaders and contribute to the overall improvement of educational quality.

Transformational leadership theory developed by Klaus, S (2022) and can be supported to this statement of the problem which emphasizes the ability of leaders to inspire and empower their followers to achieve higher levels of performance and creativity. In the context of teachers’ professional development, transformational leadership plays a crucial role in fostering an environment that encourages continuous growth, collaboration, and innovation. Here are some key aspects of how transformational leadership theory applies to teachers’ professional development:

Burn’s (2022) sited that transformational leaders articulate a clear vision for the future of education and inspire teachers to share in that vision. By fostering enthusiasm and commitment, they encourage teachers to pursue personal and professional goals, enhancing their teaching practices and student outcomes.

Here, Burns mentioned that transformational leaders promote a culture of inquiry and critical thinking. They encourage teachers to explore new instructional strategies, reflect on their practices, and engage in collaborative problem-solving. This environment spurs creativity and experimentation, leading to improved educational practices.

Here, transformational leaders recognize the unique strengths, needs, and aspirations of each teacher. They offer personalized support and mentorship, enabling teachers to develop professionally in ways that align with their individual goals. This approach fosters a sense of belonging and value within the professional community.

Research Objective

General Research Objective

To investigate the effects of principals’ leadership styles on teachers’ professional development in secondary schools in the Buea municipality, South West region, Cameroon.

Specific Research Objectives

1. To find out how transformational leadership styles affect teachers professional development in secondary schools in the Buea municipality.
2.  To determine how democratic leadership style affect teachers professional development in secondary schools in the Buea municipality.
3.  To examine how instructional Leadership style affect teachers professional development in secondary schools in the Buea municipality.

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