Keywords
Pedagogic Function
School Climate
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Abstract
The study examined principals’ pedagogic functions on school climate in secondary schools in the South West region of Cameroon. Specifically, the study examined examine the extent principals do carry out their pedagogic function; assess principals’ perception of how execution of their pedagogic function influence school climate; and examine principals’ execution of their pedagogic function by school type. The study adopted a concurrent mixed method approach. Questionnaire comprised both closed and open-ended questions and structured interview guide were the instruments used. Data were successfully collected from 427 teachers and 27 principals. The simple random and purposive sampling techniques were used. The reliability coefficient of the questionnaire was 0.860 for pedagogic function and 0.853 for school climate. Quantitative data were analysed using Statistical Package for Social Science 27.0, and qualitative data thematically. Findings showed that principals’ pedagogic function has a positive and significant influence on school climate (coefficient value 0.212), significant at 1% level. Proper execution of pedagogic function was reported to promotes effective teaching learning, smooth running of the school, foster teachers’ assiduity, foster staff collaboration, enhance students’ study awareness, promote orderliness, and foster good teacher-student relationship while improper execution of pedagogic function was reported to cause students’ indiscipline, brings disorder in the school, slow teaching learning, hinder staff collaboration, result to poor academic performance, makes teaching ineffective. Principals irrespective of school do not significantly differ in the execution of pedagogic function but school climate was healthier for principals who adequately carry out their pedagogic function 70.3% than those who do not 48.0%. It was recommended that some training be offer to principals to strengthened to capacity in performing their pedagogic functions due to wanting in the teachers’ supervision, collaboration with teachers, and providing opportunities for teachers’ professional development.
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