The Influence of Transformational Leadership on Teachers’ Performance in the Conflict Stricken English Speaking Regions of Cameroon

Abstract

Purpose: This study sets out to study how transformational leadership influences teachers’ performance in secondary schools in the conflict stricken English speaking regions of Cameroon. Even in emergency situations, teacher performance is expected to be well harnessed because the teacher is the life wire of the educational system. If leadership fails to ensure effective teacher productivity, the attainment of educational objectives will be compromised. Within the context of this study, transformational leadership was conceived in terms of inspirational motivation; idealize influence; Intellectual stimulation and Individualized consideration.

Methodology: Methodologically, the purposive and simple random sampling techniques were employed to obtain a sample of 268 secondary school teachers. The main instrument of data collection was the questionnaire and the statistical analysis tool was spearman rank correlation.

Findings: The findings revealed that inspirational motivation influences teachers’ performance by 66.6 percent, idealize influence affects teachers’ performance by 77.0 percent; intellectual stimulation influences teachers’ performance by 52.0 percent and individualized consideration influences teachers’ performance by 81.2 percent. The retention of all specific hypotheses permits us to the main alternative hypothesis which states that transformational leadership influences teachers’ performance in schools found in armed conflict areas.

Unique Contribution to Theory, Practice and Policy: We recommend that school leaders should be trained on adaptive leadership techniques in order to increase their output towards ensuring quality teachers’ performance in crisis context.