School Leader’s Transformational and Instructional Leadership Styles and School Effectiveness

Abstract

The purpose of the study was to out the relationship between School Leader’s Transformational and Instructional leadership styles and school effectiveness in Fako Division South West Region of Cameroon. In the study, a quantitative research design was employed during data collection and the analysis phases. The population for this study comprised of all secondary school principals and vice principals in Fako Division. A sample of 215 Principals and Vice Principals of public and private secondary schools were selected from the population. For data collections, two instruments were used: T-P Leadership Questionnaire to measure leadership styles and Criteria for Measurement of School Effectiveness to measure school effectiveness. Data analysis conducted by using descriptive statistic and Pearson product moment correlation. The results indicate there were significant and positive relationships between Transformational leadership (Pearson ‘r’ = 0.347) and Instructional leadership (Pearson ‘r’ = 0.345) and school effectiveness. The implication of this study is that the school principal’s transformational and instructional leadership performance is always kept high to have a significant relationship with school effectiveness.