The American Journal of Social Science and Education Innovations
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TYPE
Original Research
PAGE NO.
08-20
10.37547/tajssei/Volume07Issue05-02
OPEN ACCESS
SUBMITED
24 March 2025
ACCEPTED
28 April 2025
PUBLISHED
09 May 2025
VOLUME
Vol.07 Issue 05 2025
CITATION
Ngum Ruffina Njibiri, Dr Mekolle Prosper Mbelle, & Dr. Tigma Maxmillian
Younyi. (2025). Principals Transformative Leadership Approach and
Teachers Discipline in Secondary Schools in Fako Division of The South
West Region of Cameroon. The American Journal of Social Science and
Education Innovations, 7(05), 08
–
20.
https://doi.org/10.37547/tajssei/Volume07Issue05-02
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Principals Transformative
Leadership Approach and
Teachers Discipline in
Secondary Schools in Fako
Division of The South West
Region of Cameroon
Ngum Ruffina Njibiri
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon
Dr Mekolle Prosper Mbelle
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon
Dr. Tigma Maxmillian Younyi
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon
Abstract:
This study was designed to examine the
impact of principals' transformative leadership
approach on teachers' discipline in secondary schools in
Fako Division, South West Region of Cameroon. The
study was guided by one objective which examined how
principals' transformational leadership approach
impacts 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. Findings show that a significant
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The American Journal of Social Science and Education Innovations
majority (70%) feel motivated under transformational
leadership, while only 30% disagree. The hypothetical
statistics showed that there is a significant, positive
and moderate influence on transformational
leadership approach on teachers’ discipline in
secondary schools in the Fako 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 encourage
teachers’ discipline on school matters and this is
supported with an explanatory power of 32.9%
(Nagelkerke statistics= 0.329). Thus, the null
hypothesis was rejected while the alternative which
states that, there is a significant influence
transformational leadership approach on teachers’
discipline in secondary schools in Fak Division.
Therefore, it was generally recommended that, for the
effective school functioning, principals should
endeavor to implement discipline and relate with the
teachers for an active school performance.
Keywords:
Transformational Leadership Approach,
Teachers Discipline, Secondary schools and Fako
Division, Cameroon.
Introduction:
Teachers' discipline in secondary schools
is a crucial factor that directly influences the quality of
education and student outcomes. Effective discipline
among teachers encompasses not only adherence to
professional standards and attendance but also a
commitment to fostering an engaging and productive
learning environment. Research indicates that teacher
discipline is essential for creating a stable classroom
atmosphere, which, in turn, enhances student
motivation and academic achievement (Dreikurs &
Soltz, 2013). In the context of the Fako Division of the
South West Region of Cameroon, the challenges
related to teacher discipline have become increasingly
pronounced, necessitating a closer examination of the
leadership approaches employed by school principals.
Transformative leadership, characterized by its focus
on
collaboration,
vision,
and
professional
development, presents a viable framework for
addressing issues of teacher discipline. According to
Leithwood and Jantzi (2008), transformative leaders
inspire and engage teachers, fostering a sense of
ownership and accountability within the educational
setting. In the Fako Division, principals who adopt
transformative leadership practices can potentially
cultivate a culture of discipline among teachers, thereby
enhancing overall school effectiveness. However, the
effectiveness of these leadership approaches remains
contingent upon various contextual factors, including
socio-economic challenges and institutional support.
Despite the recognition of the importance of
transformative leadership, many schools in the Fako
Division continue to struggle with maintaining teacher
discipline. Reports indicate that a significant proportion
of teachers exhibit unprofessional behavior, which
adversely affects classroom dynamics and student
performance (Ministry of Secondary Education, 2022).
This persistence of disciplinary issues underscores the
need for a comprehensive understanding of how
principals' leadership styles can be leveraged to improve
teacher conduct. Thus, this study aims to explore the
relationship
between
principals'
transformative
leadership approaches and teachers' discipline in
secondary schools in the Fako Division, ultimately
contributing to the development of effective strategies
that enhance educational outcomes in the region.
In
essence,
in
an
educational
environment,
transformative leadership by principals is expected to
foster a culture of discipline among teachers, leading to
improved student outcomes and a positive school
climate.
Transformative
leadership
emphasizes
collaboration,
shared
vision,
and
professional
development, which are essential for cultivating a
disciplined teaching workforce (Leithwood & Jantzi,
2008). However, in the Fako Division of the South West
Region of Cameroon, the reality is starkly different.
Many secondary schools experience challenges related
to teacher discipline, including absenteeism, lack of
commitment, and inadequate adherence to educational
standards. According to a recent survey, approximately
40% of teachers in the region reported instances of
unprofessional behavior, which negatively impacts
student engagement and learning (Ministry of
Secondary Education, 2022). The consequences of this
lack of discipline among teachers are profound. It not
only affects the quality of education delivered but also
undermines the authority of school leadership and
erodes trust between educators and students.
Disruptions in the classroom, coupled with high rates of
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The American Journal of Social Science and Education Innovations
teacher absenteeism
—
reported at 25% in some
institutions
—
have led to significant declines in student
performance and retention rates (UNESCO, 2023). As a
result, the overall effectiveness of secondary
education in the Fako Division has been compromised,
posing a serious barrier to achieving national
educational goals and improving socio-economic
conditions in the region.
In response to these challenges, the government of
Cameroon has implemented several initiatives aimed
at enhancing school leadership and teacher
accountability. Programs such as the "Teacher
Professional Development Framework" have been
introduced to provide training and support for school
leaders in adopting transformative leadership
practices (Ministry of Education, 2021). Despite these
efforts, the problem of teacher discipline persists,
highlighting gaps in implementation and the need for
sustained support and monitoring. Many principals still
face difficulties in exercising their leadership roles
effectively due to insufficient resources and lack of
authority, resulting in ongoing challenges related to
teacher discipline in secondary schools across the Fako
Division. This situation calls for a comprehensive
investigation into the interplay between principals'
leadership approaches and teachers' disciplinary
practices to identify effective strategies for
improvement. By addressing this gap, the research
aims to provide insights that could inform better
leadership practices and contribute to improved
educational outcomes in the Fako Division.
This study has as major objective to evaluate
principals’ transformative leadership approach and its
effect on teachers’ discipline in secondary schools in
Fako Division. Aim as answering the question;
To what extent does prin
cipals’ use of transactional
leadership approach influence teachers’ discipline in
secondary schools in Fako Division of the South West
Region of Cameroon?
One research hypotheses guided the study.
Literature Review
Transformational leadership, first introduced by Burns
in 1978, has garnered significant research attention due
to its four core elements: charismatic role modeling,
individualized consideration, inspirational motivation,
and intellectual stimulation (Gumusluoglu & Ilsev,
2009). Charismatic leadership fosters loyalty and a
shared mission among followers, while individualized
consideration
emphasizes
the
importance
of
understanding and addressing the unique needs and
skills of each team member. Inspirational motivation
involves leaders articulating a compelling vision and
energizing followers to achieve shared goals, whereas
intellectual stimulation encourages innovation and the
enhancement of followers' capabilities (Hayward, Goss,
& Tolmay, 2004; Leach, 2005; Kirkbride, 2006;
Gumusluoglu & Ilsev, 2009). The transformational
leadership approach advocates for leaders to prioritize
collective goals over individual interests, guiding change
through influence and inspiration (Benard, 2000). This
model shifts the principal's role towards fostering a
collective vision and motivating organization members
to achieve exceptional performance. Unlike traditional
leadership styles that focus on transactional exchanges,
transformational
leadership
emphasizes
the
commitment and capacity of team members, suggesting
that higher personal investment in organizational goals
leads to increased effort and productivity (Leithwood,
Jantzi, & Steinbach, 1999).
The transformative leadership approach, particularly in
the context of secondary schools, has been extensively
studied for its impact on various educational outcomes,
including
teachers'
discipline.
Transformational
leadership is characterized by the ability of principals to
inspire and motivate teachers to exceed their own self-
interests for the sake of the school and its students. This
leadership style fosters a collaborative environment
where teachers feel valued and empowered, which can
lead to improved discipline among staff and students
alike. Principals who emdiv transformational
leadership are characterized by their ability to establish
a clear school vision, motivate through example, and
cultivate a culture of intellectual engagement (Shatzer,
2009; Leithwood, 1994; Robinson, Lloyd, & Rowe,
2008). Leithwood (1994) outlines eight dimensions of
transformational leadership, including setting school
goals, fostering a productive culture, and supporting
individual development. While Caldwell and Spinks
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(1992) emphasize the importance of transformational
leadership for achieving higher educational outcomes,
critics like Chirichello (1999) and Allix (2000) caution
against the potential for this model to exert control
over teachers and foster despotic leadership due to its
charismatic nature, raising ethical concerns regarding
its
application
in
democratic
educational
environments.
Research indicates that transformational leaders
significantly influence the school culture, which in turn
affects teachers' behavior and discipline. For instance,
Leithwood
and
Jantzi
(2000)
found
that
transformational leadership positively correlates with
school effectiveness, as it enhances teachers'
commitment and morale. When principals adopt a
transformational approach, they create a supportive
environment that encourages teachers to adhere to
disciplinary standards and engage in professional
development, ultimately benefiting the entire school
community. Moreover, transformational leaders are
known for their ability to articulate a clear vision and
set high expectations for their staff. This clarity of
purpose can lead to increased accountability among
teachers, as they are more likely to align their
behaviors with the school's goals. According to Vagu
and Stegăroiu (2006), transformational leaders
motivate teachers by emphasizing the importance of
their contributions to the school’s succ
ess, which
fosters a sense of ownership and responsibility
regarding discipline and professional conduct.
The emotional intelligence of principals also plays a
crucial role in their effectiveness as transformational
leaders. Bush (2003) argues that principals who are
aware of their strengths and weaknesses in emotional
intelligence can better manage their relationships with
teachers, leading to improved discipline. By
understanding and addressing the emotional needs of
their staff, transformational leaders can create a more
cohesive and disciplined teaching environment.
However, the transformational leadership approach is
not without its challenges. Coleman (2000) notes that
while transformational principals can inspire and
motivate, they may also inadvertently overwhelm
teachers with high expectations, leading to burnout
and decreased morale. This highlights the importance
of balancing high standards with realistic support for
teachers, ensuring that the drive for excellence does not
compromise their well-being or discipline.
Furthermore, the effectiveness of transformational
leadership in promoting teachers' discipline can vary
based on the individual characteristics of the principal
and the specific context of the school. Bass (1997)
emphasizes that transformational leaders must adapt
their strategies to fit the unique needs of their school
environment. This adaptability is crucial for addressing
the diverse challenges that secondary schools face,
particularly in maintaining discipline among teachers
and students. In addition, the role of collaboration in
transformational leadership cannot be overstated.
Research by Ling, Chia, and Fan (2000) suggests that
transformational leaders who engage teachers in
decision-making processes foster a sense of community
and shared responsibility. This collaborative approach
not only enhances teachers' commitment to the
school's disciplinary policies but also empowers them to
take an active role in shaping the school culture.
Despite the positive aspects of transformational
leadership, it is essential to recognize the potential risks
associated with over-reliance on the principal. Bell
(2013) warns that if a principal is frequently absent or
fails to maintain their commitment, the entire structure
of discipline within the school may collapse. Therefore,
it is vital for transformational leaders to establish
systems that promote sustainability and shared
leadership among teachers. Bass (1997) identifies four
essential components of transformational leadership:
idealized influence, inspirational motivation, intellectual
stimulation, and individualized consideration. This
approach is vital for principals as they navigate the
complexities of 21st-century educational challenges,
adapting to changes and promoting initiatives
effectively (Ling, Chia, & Fan, 2000). Transformational
leadership not only influences school culture and vision
but also enhances decision-making processes and
encourages higher levels of commitment and moral
development among teachers and students (Bass, 1998;
Burns, 1978). Ultimately, this leadership style
emphasizes collaboration and communication, allowing
principals and teachers to achieve shared goals while
fostering a productive educational environment.
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Transformational leadership significantly impacts
teachers and the overall school environment by
reshaping values, aspirations, and school culture.
Unlike transactional leadership, which is based on
concrete exchanges, transformational leadership relies
on the principal's personality and character traits to
inspire change through a compelling vision and
significant objectives. Research indicates that
principals can enhance their leadership effectiveness
by improving their emotional intelligence and
behavior, particularly regarding teacher discipline
(Bell, 2013). This leadership style, often synonymous
with charismatic leadership, is identifiable but may be
perceived as less tangible compared to other
approaches. Transformational principals actively
inspire their teachers to pursue school goals with
enthusiasm and commitment. They focus on
enhancing teacher morale and discipline by leveraging
their passion and charisma to motivate staff. While
they may sometimes adopt authoritarian behaviors to
secure followers for their initiatives, transformational
leaders fundamentally aim to foster a collaborative
and supportive environment (Coleman, 2000). This
approach helps teachers recognize their strengths and
weaknesses, which is crucial for improving discipline
and promoting a positive school culture in the 21st
century.
The personal touch that transformational leaders bring
to their interactions with teachers is essential for
fostering discipline within schools. By reaching out to
staff members aligned with the institutional vision,
principals can encourage a culture of commitment and
motivation. However, a notable drawback of this
leadership style is the reliance on the principal; if the
leader is frequently absent, the institution risks
instability. Therefore, a committed and trustworthy
principal is critical for maintaining discipline and
guiding
teachers
effectively
(Bell,
2013).
Transformational leadership, while identifiable, may
lack the tangible qualities of other leadership styles
(Bell, 2013). Burns (1978) emphasized that
transformational leaders motivate followers through
reciprocal exchanges, recognizing and fulfilling their
needs. Bennis and Nanus (1985) described
transformational leaders as "managers" who integrate
team
members'
ideas
to
make
decisions
collaboratively. Bass and Avolio (1985) further defined
transformational leaders as those who respond to their
followers' needs while maintaining a focus on achieving
shared goals. This style can involve psychological
manipulation through rewards and punishments, as
leaders strive to understand and meet their followers'
needs to foster motivation and drive performance
(Gronn, 1995; Campbell, Gold, & Lunt, 2003).
Bass et al. (2003) agreed that transformational leaders
influence followers through the exchange of praise and
rewards as well as punishment: however, they also
argued that the transformational leader must always
offer followers recognition, praise and rewards when
the desired outcome has been achieved. The
transformational leaders work efficiently with
followers, contract defining work objectives and reward
responsibilities through a strong work ethic and
knowledge of content and respect from those they lead.
Specifically, transformational leadership consisted of
three
core
components:
contingent
reward,
management-by-exception (active and passive) and
laissez-faire leadership (Bass & Avolio, 1994).
According to Lakshmi (2020), the following are
advantages of transformational leadership:
Transformational leadership is grounded in the
establishment of strong relationships, emphasizing the
importance of honest and transparent communication
among team members. According to Bell (2013), these
leaders focus on building healthy relationships that
minimize internal conflicts and nurture unique talents
within
the
team.
By
fostering
harmony,
transformational leaders create an environment
conducive to collaboration and collective growth, which
is vital for achieving organizational objectives.
One of the hallmarks of transformational leaders is their
ability to influence rather than exert authority. They
model the behaviors they wish to see in their team,
thereby earning trust and respect while effectively
guiding their colleagues toward shared goals (Bell,
2013). Their enthusiasm and charisma are contagious,
motivating employees to engage with the organization’s
vision. Effective communication plays a crucial role in
this process, as it directly impacts employee
engagement and satisfaction.
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Transformational leaders also prioritize learning and
creativity, encouraging team members to step outside
their comfort zones and embrace new challenges. This
continuous growth is essential for both individual and
organizational success, as stagnation can hinder
progress (Bell, 2013). By keeping employees engaged
and
open
to
new
learning
opportunities,
transformational leaders contribute to a culture of
innovation that benefits the entire organization.
Despite the benefits of transformational leadership,
several challenges can arise. A significant concern is
the potential for a lack of focus, as the emphasis on
inspiration can lead to ambiguity regarding specific
tasks and responsibilities (Bell, 2013). To mitigate this
issue, transformational leaders should set clear
expectations and help team members establish
actionable daily goals, ensuring that productivity
remains high.
Another challenge is the risk of burnout among
employees who may feel overworked without external
validation. Transformational leaders must be vigilant in
promoting work-life balance and recognizing individual
achievements to maintain morale and prevent
exhaustion (Bell, 2013). Encouraging the use of
benefits and time off can help sustain motivation and
prevent burnout.
Additionally, transformational leadership often
requires constant communication to maintain
engagement and motivation among team members.
This ongoing requirement can be demanding,
particularly in larger organizations (Bell, 2013). Leaders
can manage this by scheduling regular check-ins and
updates, ensuring that communication remains
consistent and manageable.
Favouritism can also emerge as a challenge in
transformational leadership settings, as leaders may
naturally gravitate toward more integral team
members, leaving others feeling overlooked (Bell,
2013).
Implementing
equitable
professional
development opportunities can help mitigate feelings
of exclusion and promote a more balanced approach
to team development.
Finally, transformational leaders may inadvertently
overlook important details while focusing on long-term
goals. This oversight can lead to ineffective execution of
projects (Bell, 2013). To counteract this tendency, it is
essential to delegate responsibilities for specific tasks
and establish systems for tracking progress, ensuring
that essential details are not neglected in the pursuit of
broader objectives. While transformational leadership
offers numerous advantages in fostering strong
relationships and motivating teams, it also presents
challenges that must be managed carefully. By
addressing issues related to focus, burnout,
communication, and fairness, transformational leaders
can create a dynamic and productive work environment
that supports both individual and organizational
growth.
According to the researcher, principal can use
transformational leadership approach to handle to
enhance discipline by sorting some members of
Teachers’ to
demonstrates their Charisma to others by
motivating them to work in collaboration with the
principal in training workshops at the end of the month.
Topics such as pedagogic disciplines, discipline and
morals. Transformational leadership teacher gives the
task to the workers to work collaboratively. Law No.
98?004 14 April 1998, section 37 (1) state that, the
teacher shall be the principal guarantor of quality
education which means that for Cameroon to achieved
National Development by 2035, teachers’ need to
be
attracted and retained in their profession since
education is the back born for every economy.
This study was linked to Contingency Leadership Theory
by Fiedler F. E. (1964) with its central idea that,
effectiveness depends on two interacting factors:
leadership behaviour and the degree to which the
situation gives the leader control and influence. This
theory is a combination of the contingency and
situational theories that implies that leadership is a
process in which the ability of a leader to exercise
influence depends upon the group task, situation and
the degree to which the leader's personality fits the
group (Sybil, 2000). In a typical school milieu, the
principal cannot assume all his functions alone, but
need assistance from subordinates like teachers, vice
principals, discipline masters, as well as other auxiliary
staffs. By delegating powers to teachers in schools, the
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principals share the burden of leadership as such
getting teachers involved in management, which keeps
them disciplined.
Context/Research Gap
Despite the increasing emphasis on effective
leadership in educational settings, there remains a
significant gap in understanding how different
principals' leadership approaches influence teachers'
discipline in secondary schools, particularly within the
Fako Division of the Southwest Region of Cameroon.
Existing literature primarily focuses on general
leadership styles without adequately addressing the
specific context of Cameroon’s educational landscape,
where cultural, social, and economic factors may
uniquely shape leadership dynamics and disciplinary
practices.
Furthermore, while some studies highlight the
importance of leadership in promoting a positive
school climate, there is limited empirical research
exploring the direct relationship between specific
leadership approaches such as transformational,
democratic, and servant leadership and teachers'
adherence to disciplinary policies. This gap presents an
opportunity to investigate how principals’ leadership
approaches
affect
teachers'
motivation,
accountability, and behavior, thereby impacting
overall school discipline. Addressing this gap could
provide valuable insights for educational stakeholders,
aiding in the development of tailored leadership
training programs that enhance teacher discipline and,
ultimately, student outcomes in the region.
METHODS AND MATERIALS
The study employed the explanatory sequential design
to investigate Principals’ leadership approaches and its
effect on teachers’ discipline in secondary schools in
Fako Division, South West Region of Cameroon. The
sample population was made up of 55 participants
determined through both the purposive sampling
technique and the simple random sampling technique.
The purposive sampling technique was used to choose
the 5 principals while the simple random sampling was
employed to choose the 50 teachers to bring forth in
depth information on the influence of leadership
approaches on teachers’ discipline. A self
-administered
questionnaire was used to collect data from teachers
and while an interview guide was used to gather
information from principals on the basis of principals’
use of transformational leadership approach and
principals’ use of democratic leadership approach on
teachers’ discipline in school.
The questionnaire and interview incorporated items
concerning the aspects of transformational leadership
approach and democratic leadership approach in
secondary schools on teachers’ discipline. The
instruments were pilot-tested with a small sample of
educational stakeholders who were not part of the total
sample to ensure clarity and relevance. According to
Uma Sekaron (2003), dependability values below 0.60s
are bad, those in the 0.70s are acceptable, and those in
the 0.80s and beyond are excellent. The study’s
reliability value of the questionnaire was examined as
seen below.
Table 1: Reliability of Questionnaire
Variables
Cronbach’s Alpha
Transformational leadership approach
0.756
Democratic leadership approach
0.771
The table above present the reliability test conducted
on both variables. The test revealed that, both
variables earned a coefficient value of 0.756 and 0.771
validating the questionnaires reliable for data
collection. The study beckoned for ethical authorisation
from the school authorities and consent was obtained
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from all participants before data collection process.
Data collection took place over a two-week period in
March 2025. Data from the close ended questions was
analysed using SPSS 25.0 with the use of descriptive
and inferential statistical tools while open ended
questions were analysed thematically. A lone chi-
square test was conducted at 95% level of confidence
interval with alpha set at 0.05 levels accepting 5%
margin of error to judge the influence of
transformational leadership approach and democratic
leadership approach on teachers’ discipline in
secondary schools in the Buea municipality.
FINDINGS AND DISCUSSIONS
The findings of the study were presented and
supported by literature and the works of other
researchers.
DEMOGRAPHIC DATA
Among the total participants who took part in this
study, 65% were made up of teachers, 35% constituted
principals. Gender wise 60% of the participants was
made up of females while 30% of the participants was
made up of male population. With reference to
longevity in service for teachers, and principals, 46.0%
have worked for less than 5 years, 10% have worked for
5-10 years, 20.0% have worked for 11-15 years, 12.0%
for 16-20 years and 8.0% for above 20 years. The above
statistics revealed that the participants have huge
experience to ditch out quality information on
principals’ leadership approaches and teachers’
discipline in secondary schools in Fako Division of the
South West Region of Cameroon.
To investigate the extent to which principals’ use of
transformational
leadership
approach
impacts
teachers’
discipline in secondary schools in Fako
Division
The table below depicts Teachers’ opinion on
transformational leadership approach on teachers’
discipline.
Table 2: Teachers’ perecption on transformational leadership approach and its impact on teachers’ discipline
Statements
Stretched
Collapsed
SA
A
D
SD
SA/A
D/SD
I feel more motivated to maintain discipline when led
by a transformational leader
24
(48.0
%)
11
(22.0
%)
10
(20.0
%)
5
(12.0
%)
35
(70.0
%)
15
(30.0
%)
Transformational leadership by principals positively
influences my commitment to school policies on
discipline
12
(24.0
%)
8
(16.0
%)
20
(40.0
%)
10
(20.0
%)
20
(40.0
%)
30
(60.0
%)
Transformational leadership creates a supportive
atmosphere that contributes to better discipline
among teachers
13
(26.0
%)
11
(22.0
%)
15
(30.0
%)
11
(22.0
%)
24
(48.0
%)
26
(52.0
%)
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Principals' transformational leadership style directly
correlates with teachers' overall job satisfaction
related to discipline issues
9
(18.0
%)
19
(38.0
%)
10
(20.0
%)
12
(24.0
%)
28
(56.0
%)
22
(44.0
%)
When use transformational leadership it principals
reduces instances of disciplinary problems among
teachers in secondary schools
14
(28.0
%)
11
(22.0
%)
13
(26.0
%)
12
(24.0
%)
25
(50.0
%)
25
(50.0
%)
Multiple Responses Set (MRS)
72
(28.8
%)
60
(24.0
%)
68
(27.2
%)
50
(20.0
%)
132
(52.0
%)
118
(48.0
%)
N=50
Table 2 above presented findings on teachers’
perception on supervision of instruction on school PTA
relationship. The findings revealed that, A significant
majority (70%) feel motivated under transformational
leadership, while only 30% disagree. Here, only 40%
agree that transformational leadership enhances
commitment to discipline policies, while a larger 60%
disagree. This suggests skepticism about the
effectiveness of transformational leadership in
fostering adherence to discipline policies. Responses
are fairly balanced, with 48% agreeing that
transformational leadership fosters a supportive
atmosphere, while 52% disagree. This indicates a
divided opinion on the role of transformational
leadership in creating a supportive environment for
discipline. More so, a majority (56%) believe there is a
positive
correlation
between
transformational
leadership and job satisfaction regarding discipline,
while 44% disagree. This reflects a generally favorable
view of the impact of transformational leadership on job
satisfaction. Furthermore, responses are evenly split,
with 50% agreeing and 50% disagreeing about the
effectiveness of transformational leadership in reducing
disciplinary problems. This indicates uncertainty or
mixed perceptions regarding this leadership style's
impact on discipline issues. In aggregate, a majority of
(52%) teachers agreed that transformational leadership
approach has an i
nfluence on teachers’ discipline while
(48%) disagreed.
Table 3: Principals’ opinion on transformational leadership approach and its impact on teachers’ discipline
Themes
Quotations
Commitment
“When I inspire my
teachers, they feel more committed to upholding discipline in their
classrooms”
“Transformational leadership energizes staff, leading to a more disciplined school
environment”
"Shared objectives encourage teamwork, making it easier to maintain discipline."
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Focused
"By investing in teachers' development, we create a culture of excellence that positively
affects discipline."
"Supporting teachers through training helps them handle discipline issues more effectively."
Improved
cordial
relationship
"Building trust and rapport helps create a supportive environment for discipline."
"Positive relationships lead to better communication and collaboration on discipline
matters."
"A clear vision helps teachers understand the importance of discipline in achieving our
goals."
Based on the influence of transformational leadership
style on teachers’ discipline, most principals
recommended the following themes of commitment,
focused and improved cordial relationship. With
respect to the theme on commitment, a majority
categorically said that,
“Transformational leadership
energizes staff, leading to a more disciplined school
environment”. “When I inspire my teachers, they fee
l
more committed to upholding discipline in their
classrooms”.
More so,
with regards to the second
theme on focused, a majority of them said that,
"By
investing in teachers' development, we create a culture
of excellence that positively affects discipline.",
"Supporting teachers through training helps them
handle discipline issues more effectively."
With respect
to
improved cordial relationship, most Principals said
that,
"Building trust and rapport helps create a
supportive environment for discipline.", "Positive
relationships lead to better communication and
collaboration on discipline matters.", "A clear vision
helps teachers understand the importance of discipline
in achieving our goals”.
This finding is in assonance with
previous works of Neeraj, (2022) who opined that,
discipline is the backbone of healthy industrial and
social relations. The promotion and maintenance of
employee discipline is essential for smooth functioning
of an organization. More so, this finding is in line with
Hoerr, (2013) who ascertained that, providing ongoing
professional development and training opportunities
for teachers’ is critical for promoting self
-awareness,
reflective practice, and ethical decision-making.
Training programs focusing on topics such as classroom
management, conflict resolution, and ethical leadership
enable teachers to develop the skills and competencies
necessary to maintain discipline and professionalism.
Verification of Hypothesis: There is no significant
impact of principals’ use of transformational
leadership approach on teachers’ discipline in
secondary schools in Fako Division
Table 4: The influence of transformational leadership approach on teachers’ discipline in secondary schools in
the Fako Division
Transformational
leadership
approach
Teachers’
discipline
Explanatory power of relationship in terms
of percentage
(Nagelkerke statistics)
Spearman
's rho
R-
valu
e
1
.207
**
32.9%
(0.329)
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p
-
valu
e
.
.000
N
1718
1718
**. Correlation is significant at the 0.01 level (2-tailed).
The hypothetical statistics showed that there is a
significant, positive and moderate influence on
transformational leadership approach on teachers’
discipline in secondary schools in the Fako 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 encourage
teachers’ discipline on school matters and this is
supported with an explanatory power of 32.9%
(Nagelkerke statistics= 0.329). Thus, the null
hypothesis was rejected while the alternative which
states that, there is a significant influence
transformational leadership approach on teachers’
discipline in secondary schools in Fak Division.
In overall, statistics from the regression analysis
showed
that
a
unit
of
improvement
in
transformational leadership approach results in 0.207
increase in teachers’ discipline in secondary schools’
education relevance at a significant level of 0.000. This
implies
that
aside
principal
transformational
leadership approach; there are other factors that could
also contribute immensely the enhancement of school
Teachers’ discipline in secondary education domain.
CONCLUSION AND RECOMMENDATIONS
Based on the findings, there is need to improve on the
Teachers discipline through the implementation of
effective leadership styles. As Barko-Alva et al (2020)
stated that the PTAs play a critical role in promoting
cross-cultural understanding and appreciation within
diverse international school settings. It is generally
recommended that, for the schools to be very
effective, the administration should surge means to
greatly enhance teachers’ discipline because any
institution where the key stakeholders which are the
teachers are not well disciplined then there is a call for
concern. The study recommends the need to
implement in full strength of both transformational
leadership styles to enhance quality education.
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