Curriculum orientations of principals and its effects on teachers output in secondary schools in yaounde 6 sub division

Abstract

This study investigated the influence of school administrators’ curriculum orientations on teachers’ efficiency in secondary schools within the Yaoundé VI Municipality. Specifically, it examined the extent to which the transitional, transactional, and transformational curriculum orientations of school principals affect teacher efficiency. The research employed a survey design and was conducted in five purposively selected secondary schools representing both government and lay private institutions in Yaoundé VI. The population consisted of all teachers in the selected secondary schools, from which a sample of 500 teachers, including vice principals, was selected using simple random sampling. Data were collected using a 34-item questionnaire. Three research questions and three hypotheses guided the study. Descriptive statistics frequencies and percentages were used to answer the research questions, while the Chi-square (χ²) test of independence was used to test the hypotheses at the 0.05 level of significance with the aid of SPSS version 20.0. Findings revealed that out of the three alternative hypotheses, two were rejected and one was retained. Overall, the results indicate that there is no significant relationship between some of the curriculum orientations of principals and teacher efficiency in the municipality. Both the transmission and transactional orientations were found to negatively affect teachers’ efficiency, while the transformational orientation demonstrated a positive relationship with teacher efficiency. The study therefore suggests that, to a large extent, the curriculum orientations adopted by principals particularly the transmission and transactional orientations negatively influence teacher efficiency in Yaoundé VI. It was concluded that no single curriculum orientation is entirely appropriate for enhancing teacher efficiency; however, the transformational orientation appears most beneficial. Consequently, the study recommends that school principals adopt and effectively implement transformational curriculum orientation to enhance teachers’ efficiency in secondary schools within the Yaoundé VI Municipality.