Transformational Leadership Qualities of Institutional Heads and Fostering of Transformative Education in State Universities in Cameroon

Nyenty Stephen, Atem (2023) Transformational Leadership Qualities of Institutional Heads and Fostering of Transformative Education in State Universities in Cameroon. PIONEER: JOURNAL OF ADVANCED RESEARCH AND SCIENTIFIC PROGRESS, 2 (10). pp. 125-145. ISSN 2751-7551

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Abstract

The study aimed to investigate the extent transformational leadership qualities of institutional heads foster transformative education in state universities in Cameroon. Four objectives were used; to find out the extent intellectual stimulation, providing opportunities for continuous improvement, inspirational motivation, and individualised consideration can foster transformative education in state Universities in Cameroon. These four specific objectives were transformed into four hypotheses. The survey research design was adopted for the study. The study population consists of teachers with 2 years and above teaching experience. Data were collected from 613 teachers using a questionnaire via purposive and the snow ball sampling techniques. The reliability coefficient value of the questionnaire was acceptable 0.832. Data collected were analysed using SPSS 25.0 adopting descriptive and inferential statistical tools (Pearson test). Findings showed, more of the teachers 69.9% (Mean 2.23 on scale of 1-4) see their institutional head lacking in intellectual stimulation. Also, 65.8% (Mean 2.32 on scale of 1-4) of the teachers indicated that their institutional heads do not provide opportunities for teachers’ continuous improvement. 66.3% (Mean 2.33 on scale of 1-4) also said institutional heads are not inspirational motivators to their teachers. 62.0% (Mean 2.39 on scale of 1-4) equally indicate that the institutional heads do not practice adequately individualized consideration. Similarly, more of the teachers 65.8% (Mean 2.29 on scale of 1-4) reported transformative education in their institution is low. Inferentially, the findings further revealed that intellectual stimulation (R-value = .564**, p-value .000), providing opportunities for continuous improvement (R-value= .576**, p-value .000), inspirational motivation (R-value= .601**, p-value .000), and individualized consideration (R-value = .581**, p-value .000) strongly correlate with transformative education. Thus, it was recommended that our institutional heads need to practice adequate transformational leadership on their teachers.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Postgraduate > Master's of Islamic Education
Depositing User:	Journal Editor
Date Deposited:	10 Jan 2024 08:39
Last Modified:	10 Jan 2024 08:39
URI:	http://eprints.umsida.ac.id/id/eprint/13080

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