Principals’ Control Mechanisms as a Tool of Administrative Behaviour in Influencing Teachers’ Commitment in Secondary Schools in Bui-Division of the North West Region of Cameroon
Njodzeven Brendan Tar *
Didactics of Discipline, Faculty of Education, ENSET, University of Ebolowa, South Region of Cameroon.
Tamajong Elizabeth Vukeh
University of Yaounde 1, Centre Region of Cameroon.
*Author to whom correspondence should be addressed.
Abstract
This work aims to investigate Principals’ control mechanisms: Lack of teachers’ commitment was identified as the problem in question. The main objective of this work is therefore to study the extent to which teachers’ commitment is influenced by Principals’ control mechanisms. The null and alternative hypotheses were articulated to answer this question. Some theories were used to give the problem a significant base. The study used data collected from principals and teachers of secondary schools and simple random sampling (SRS) and purposeful sampling techniques were used to obtain the sample size for principals and teachers in government secondary schools in the Bui Division. The quantitative and qualitative approaches were employed in data collection and analysis. In the quantitative approach, questionnaires were used while in the qualitative approach, we used interviews and observation guides. The findings showed that the principals’ control mechanisms affect teachers’ commitment in secondary schools. Statistically, the calculated value of the spearman correlation index of 0.796 was obtained with a p-value of 0.05. The alternative hypothesis was affirmed that principals’ control mechanisms significantly influence teachers’ commitment. Based on the above results, some recommendations and suggestions were made for policy-making in this direction.
Keywords: Principals’ Control mechanisms, administrative behaviour, teacher commitment, secondary school