Analysis of the Role of Students’ Leadership Styles and Class Performance in Professional Courses at the University of Bamenda: A Case Study of the Faculty of Education

Abstract

Disparities in student academic performance in professional courses within the Faculty of Education at the University of Bamenda highlight the need to explore factors influencing learning outcomes. This study investigates the relationship between students’ leadership styles and class performance in professional courses. Grounded in Path-Goal Theory, Human Relations Theory, Douglas McGregor’s Theory X and Theory Y and the Mediated Mutual Reciprocity (MMR) theory, the research adopts a quantitative correlational survey design aimed at examining the relationship between students’ leadership styles and class performance in professional courses. The study focuses on third-year undergraduate and postgraduate students enrolled in four departments: Curriculum and Pedagogy, Educational Psychology, Teacher Education, and Counselling Psychology. A total of 164 students participated, selected through a combination of systematic and simple random sampling to ensure representative coverage across classes of varying sizes. Data were collected using a structured questionnaire comprising standardized measures of leadership styles and self-reported academic performance indicators. Data were analyzed using descriptive statistics (means, frequencies, and percentages) and inferential statistics using the Spearman’s Rho correlation test. Results indicate a significant positive relationship between various student leadership styles democratic, autocratic, transformational, servant, and laissez-faire and academic performance. Notably, democratic and transformational leadership styles showed the strongest positive association with higher class performance. These findings suggest that student leadership styles are critical predictors of academic success in higher education professional programs. The study underscores the importance of cultivating effective leadership skills among students to enhance motivation, collaboration, and overall academic outcomes. Implications include recommendations for integrating leadership development into curricula and student support services to improve learning experiences and performance at the University of Bamenda and similar contexts.