Dr. Tigma Maxmillian Younyi

Аннотация

This study was designed to examine the impact of leadership approaches on teachers’ discipline in secondary schools in Fako Division, South West Region of Cameroon. The study was guided by two objectives which examined how principals’ transformational leadership approach and principals’ democratic leadership approach impact teachers’ discipline in secondary schools in Fako Division. The Contingency Leadership Theory by Fiedler F. E. (1964) was used for the study. The mixed method approach was used most specifically the explanatory sequential design. A questionnaire and interview guide were the instruments used for the study. The questionnaire consisted of closed ended questions for teachers while the interview guide for principals. consisted structured questions. The sample population for the study was made up of 50 teachers and 3 principals in secondary schools in the Fako Division. The purposive and simple random sampling techniques were adopted for the study. Data from the closed ended questions were analysed using SPSS 23.0 with the aid of descriptive and inferential statistical tools while interview was analysed thematically. The Spearman’s rho tool was used to test the research hypotheses formulated in the study. The American Journal of Social Science and Education Innovations 8 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations Findings show that a significant majority (70%) feel transformative leadership practices can potentially motivated under transformational leadership, while cultivate a culture of discipline among teachers, thereby only 30% disagree. The hypothetical statistics showed enhancing overall school effectiveness. However, the that there is a significant, positive and moderate effectiveness of these leadership approaches remains influence on transformational leadership approach on contingent upon various contextual factors, including teachers’ discipline in secondary schools in the Fako socio-economic challenges and institutional support. Division. (R- value 0.207**, p-value < 0.001 < 0.05). The positive sign of the correlation value implies that Principals transformational leadership approach will Despite the recognition of the importance of encourage teachers’ discipline on school matters and transformative leadership, many schools in the Fako this is supported with an explanatory power of 32.9% Division continue to struggle with maintaining teacher (Nagelkerke statistics= 0.329). Thus, the null discipline. Reports indicate that a significant proportion hypothesis was rejected while the alternative which of teachers exhibit unprofessional behavior, which states that, there is a significant influence adversely affects classroom dynamics and student transformational leadership approach on teachers’ performance (Ministry of Secondary Education, 2022). discipline in secondary schools in Fak Division. Therefore, it was generally recommended that, for the This persistence of disciplinary issues underscores the effective school functioning, principals should need for a comprehensive understanding of how endeavor to implement discipline and relate with the principals' leadership styles can be leveraged to improve teachers for an active school performance. teacher conduct. Thus, this study aims to explore the relationship between principals' transformative Keywords: Transformational Leadership Approach, leadership approaches and teachers' discipline in Teachers Discipline, Secondary schools and Fako secondary schools in the Fako Division, ultimately Division, Cameroon. contributing to the development of effective strategies that enhance educational outcomes in the region. Introduction: Teachers' discipline in secondary schools is a crucial factor that directly influences the quality of In essence, in an educational environment, education and student outcomes. Effective discipline transformative leadership by principals is expected to foster a culture of discipline among teachers, leading to among teachers encompasses not only adherence to professional standards and attendance but also a improved student outcomes and a positive school commitment to fostering an engaging and productive climate. Transformative leadership emphasizes learning environment. Research indicates that teacher collaboration, shared vision, and professional development, which are essential for cultivating a discipline is essential for creating a stable classroom atmosphere, which, in turn, enhances student disciplined teaching workforce (Leithwood & Jantzi, motivation and academic achievement (Dreikurs & 2008). However, in the Fako Division of the South West Region of Cameroon, the reality is starkly different. Soltz, 2013). In the context of the Fako Division of the South West Region of Cameroon, the challenges Many secondary schools experience challenges related related to teacher discipline have become increasingly to teacher discipline, including abs