Administrative Function of Principal as a Correlates to Teacher Training Colleges Effectiveness in Littoral Region of Cameroon

Abstract

Purpose: This study review literature on principals’ function and evaluate how principals’ administrative functions correlates to effectiveness in teacher training colleges in the littoral region of Cameroon. Related literature on principals’ administrative function was reviewed. This study was substantiated by Henry Fayol (1911) administrative theory and Micheal Fullan (2013) school effectiveness theory. Conceptually the work appraised to evaluate how principals’ administrative functions correlates to effectiveness in teacher training colleges.
 Methodology: The research design used for this study was the survey research design and the instruments used were the interview guides and the questionnaire. A sample of twelve (12) principals were interviewed and one hundred and thirty-three teachers were administered a questionnaire using the purposive random sampling technique. The variables under the study were content validated and the reliability was calculated at 0.5-0.616 all above the threshold of 0.5 data were made essentially of categorical variables and were analyzed using frequencies, simple percentages and pearson product moment correlation analysis. Chi square test of equal proportion was used to compare perception of teachers and principals of O.5CL. Based on the research questions of the study, four null hypotheses were tested at 0.05 alpha level.
 Findings: The findings revealed that Гxy value is 0.012 is lower than the critical Гxy value of 0.172. Thus principals’ administrative functions do not correlate effectiveness in teachers training colleges. Furthermore, correlation revealed that Гxy 0.012 is positive. This indicates that principals’ administrative functions correlates effectiveness in teacher training colleges in littoral province of Cameroon. Also the correlation of 0.054 is weak positive correlation thus principals’ social functions improves effectiveness in teachers training colleges. These results are therefore implying that if the government wants to improve and sustain the employability of the youths, teacher education shall be promoted.
 Unique Contribution to Theory, Practice and Policy: It was therefore recommended that the government should recruit graduates of teacher training colleges immediately after graduating. The government shall provide the necessary financial resources as well as didactic materials to teacher training colleges. For principals, they should provide enough incentives and allowances to their teachers and subordinates in other to ensure quality education in teachers’ institutions, for teachers, they should ensure that their learners are effectively learning since they are the guarantor of quality education. For parents, they shall encourage their children to go to teacher training colleges given the readily employability potentials. For the students, they should love teaching since it is a noble profession.