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This study aimed at examining the use of principals’ social function in enhancing teacher quality by specifically evaluating the ways in which the principals’ use of interpersonal relationship enhances teacher quality and to examine the ways in which the principals’ use of recognition enhances teacher quality. The convergent parallel mixed method research design was used in the study. The population of the study comprised of all secondary school teachers and principals in public, confessional and lay-private schools in the South West. The purposive and proportionate sampling techniques were used to select 707 participants, 695 teachers and 13 principals with the aid of a self-structured questionnaire and a research diary administered respectively. Data were analyzed using descriptive and inferential statistics. Findings showed that 39.1% of principals used their interpersonal relationship in enhancing teacher quality. Further analysis revealed that principals attended out of school events, offered emotional help to teachers in affliction and gave teachers a listening ear. Findings also showed that 42.0% of principals used recognition in enhancing teacher quality. Further analysis revealed that principals provided verbal praise, appreciated work done by teachers and applauded teachers efforts during classroom visitations. Despite the level of execution of principal’s social functions there is need for improvement in enhancing teacher quality. The researchers recommended that principals should provide a conflict-free school climate that is conducive for teachers and acknowledge the efforts of teachers by issuing certificates of honour to outstanding teachers. Further research could be carried on this same topic in other Regions of Cameroon.
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