The Effects of Head Teachers’ Leadership Styles on Nursery School Teachers’ Performance in Buea Municipality of the South West Region of Cameroon

This study investigated the effects of head teachers’ leadership styles on teachers’ performance in nursery schools in Buea Municipality, South West Region of Cameroon. The purpose was to examine how different leadership styles adopted by head teachers influence teacher’s motivation, job satisfaction. Lesson delivery, classroom management and overall pupil outcomes in nursery school. The objectives of the study were: (1) To examine the effect of transformational leadership on teacher performance in nursery schools in Buea municipality (2) To establish the effect of democratic leadership on teacher performance in nursery schools in Buea municipality (3) To establish the effect of laissez-faire leadership style on teacher performance in nursery schools and (4) To examine the effect of autocratic leadership on teacher performance in nursery schools in Buea municipality. A Sequential Explanatory research design was adopted for the study. A sample of 13 head teachers and 100 nursery school teachers was selected using purposive and simple random sampling techniques. Data was collected using structured questionnaire for teachers and interview guide for 13 head teachers using likert scale type. The validity of the questionnaire was assured using the content validity index while the reliability of the instrument was ascertained using the Cronbach’s Alpha Coefficient reliability test. The data were analyzed using descriptive statistics, frequencies, percentages and Pearson Product Moment Correlation. The findings revealed that democratic and transformational leadership styles had a positive and significant effect on nursery school teachers’ performance, while autocratic and laissez-faire styles had a negative effect. The study concluded that the leadership style of the head teacher plays a crucial role in determing the performance of nursery school teachers. It is therefore recommended that head teachers should adopt a transformative and democratic leadership styles, and that the Ministry of Basic Education should organize regular leadership training for head teachers to improve school management and teacher performance.