Task-Related Leadership Competencies and Physical Work Environment as Predictors of Organizational Effectiveness in The Cameroon Baptist Convention Primary Schools

Aim: The research addresses two primary objectives: examining the impact of headteachers' task-related leadership competencies (TR_competencies) and work environment (WE_index) on organizational effectiveness in terms of stakeholder involvement (SI_OE). Methods: This study employs ordinary least squares (OLS) regression analysis to scrutinize the predictive efficacy of leadership competence and conditions of service on organizational effectiveness in Cameroon Baptist Convention (CBC) primary schools. Results: Statistically significant relationships are identified. Regression coefficients underscore the robustness of CBC headteachers' task-related leadership competencies, encompassing accountability, creativity, diversity promotion, culture shaping, and strategic planning. Challenges in change management highlight areas necessitating targeted professional development. A negative coefficient for the work environment implies an inverse relationship with organizational effectiveness in terms of stakeholder involvement. The F-statistic tests the overall model significance, yielding p-values of 0.0001 and 0.0000 for Models 1 and 2, respectively. Conclusion: These results prompt rejection of the null hypothesis, confirming the overall model significance. Furthermore, the coefficients for TR_competencies and WE_index are statistically significant at the 0.01 level, affirming their individual impact. Recommendations: This study recommends that the CBC Education Department should engage comprehensive strategy to bring about organisational effectiveness in the primary schools. That strategy should involve targeted professional development for headteachers on key leadership competencies, simultaneous improvements in the physical work environment, and stronger stakeholder engagement strategies. Policymakers are equally encouraged to translate these findings into actionable policies. This should organisational effectiveness in the CBC Primary schools.