The Effect of Transformational Leadership Style in the Enhancement of Prosocial Behaviour in Secondary School Students in the SW Region of Cameroon
Abstract
This study investigated the effect of transformational leadership style in the enhancement of prosocial behaviour in secondary school students in the South West Region of Cameroon. The study adopted a mixed research design involving both qualitative and quantitative approaches. For data collection, questionnaires for administrators and an interview guide for students, served as instruments. The random sampling technique was employed to select samples. The study included 140 principals from two divisions in the region in line with the principles following Krejcie and Morgan, (1970), table via proportionate sampling procedure. 30 students were purposively selected. Questionnaires were subjected to statistical analysis to produce descriptive and inferential statistics. Also qualitative analysis using the thematic approach was carried out on responses from the open-ended items on the questionnaire. The results revealed that transformational leadership had a positive effect on prosocial behavior. The development of collaborative behaviours (sidelined PB) has a mean of 2.59.The study further concludes that principals also faced some major challenges on their day to day lives in executing their roles and responsibility. Recommendations were made to the Government and Policy Makers, school administrators, teachers, parents and students. School Administrators are encouraged to use instructional leadership style to administer their schools. In this regard, instructional supervision should be carried out on regular basis. School administrators are encouraged to practice participatory leadership style wherein they will involve students, parents, and other educational stakeholders in the management of their schools. School administrators are encouraged to practice transformational leadership style wherein they would be innovative and charismatic. Suggestions were also directed to the administrators to ease their work as well; by creating a school climate and culture that will favour the enhancement of prosocial behavior in secondary school students. Also the students as the dependent variable in this study tend to behave responsibly; collaborate with the administration and their peers. Policy makers in education in Cameroon were given suggestions to improve on students’ behavior by their understanding of the different leadership styles and how to implement them as strategies of enhancing prosocial behaviour in the students.
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