









































Abstract
Education is a trillion-dollar industry, with a growing population thirsty for knowledge. There has been 

tremendous influx of graduates in this industry, seeking self-reliance because obtaining a decent job upon 
graduation remains a nightmare in developing countries. Consequently, the surroundings of state and private 
universities in Cameroon are overcrowded with educational subsidiary enterprises created by graduates. Most 
of these enterprises intend to metamorphose into giant self-reliant enterprises while mitigating the problem 
of graduate unemployment. This rarely happens as most of the enterprises end at ground level, while others 
close down in less than 5 years. A question arises: What prevents these small and medium-sized education 
businesses from thriving? This study surveyed 210 small and medium-sized educational firms selected 
through clustering technique. The SWOT analysis technique was used to determine the strengths, weaknesses, 
opportunities, and threats to these firms. Results revealed little or no leadership or wealth creation education 
as a major weakness, that threatens these businesses from thriving. The multiple regression further confirms 
the absence of transformational leadership education as a statistical predictor to setbacks in these firms. Key 
recommendations call for mainstreaming pragmatic transformational and strategic leadership education in 
higher education courses, using the case of the faculty of education of the University of Yaoundé I. Learners 
should be introduced to the world of business through meaningful partnership with the world of work and 
quality entrepreneurship courses.

Keywords: Strategic leadership, Transformational leadership, Wealth creation, Educational enterprises

Teneng, P. P.
Global Journal of Transformative Education (2020) Vol 2 
DOI 10.14434/gjte.v2i1.31229 

Open Access

Published by the Global Insitutute of Transformative Education (http://www.gite.education)
© Teneng, P. P. 2020. Open Access This journal is distributed under the terms of the Creative Commons Attribution 
NonCommercial NonDerivative 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which 
permits unrestricted use, distribution, and reproduction without revision in any non-commercial medium, provided you 
give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license,

Transformational Leadership and Wealth Creation in Educational 
Organizations: The Case of Higher Education in Cameroon

Patience P. Teneng

Full listing of authors and contacts can be 
found at the end of this article.

Introduction
Education is more than a trillion-dollar industry 

which is booming, maybe because of a growing glob-
al population with a keen thirst for knowledge. But 
the question of how well today’s universities prepare 
students for an uncertain future of work constitutes 
the prime concern for this industry. The nature of the 
education industry is extremely specific as compared 
to other tangible and non-tangible commodity markets. 
This is so because human beings are at the center of 
every action, constituting the major input, being at the 
center of the processing, and as end products as well. 
Thus, a school cannot be managed like a super market. 
Individuals intending to, or already into the supply of 
education and training are required to possess relevant 
entrepreneurial skills in educational leadership. The 
European Commission (2013) views this type of leader-
ship as educational experts with the ability to concieve,

design, plan and operate an educational project with 
significant impacts on participants. These experts 
should be skilled to significantly link education and 
the economic development of the nation as well. They 
should hold profiles of teachers, planners, inspectors in 
education, school curriculum designers, school admin-
istrators, managers, educational leaders, to name a few. 
The success of every business, including educational 
enterprises, requires the possession of entrepreneur-
ial skills. Among these skills are wealth creation skills 
which are crucial for a well-grounded and sustained 
growth of enterprises. In this connection, the rapid rise 
and fall of small and medium-size enterprises in most 
countries around the world has been blamed on leader-
ship lapses. This was confirmed in a study by the Cana-
dian government in 2001 cited in Rowe (2001), which 
revealed that two important reasons why small and me-
dium size firms become bankrupt and close down are 
poor overall management skills and imperfect capital 
structures. The poor management skills include lack of



Teneng, Transformational Leadership and Weath Creation 100

knowledge, lack of vision, and poor use of outside 
advisers. The imperfect capital structures result from 
either institutional constraints or lack of experience in 
management. The same study concluded that the way 
forward is effective leadership skill courses comprising 
of wealth creation skills, financial training and strategic 
leadership skills. 

A study carried out by the National Institute of Sta-
tistics (2019) between 2009 and 2016 showed that the 
problem is compounded in Cameroon, revealing shock-
ing figures on the premature sinking of small and me-
dium-sized enterprises. According to this report pub-
lished in March 2019, 96% of sinking enterprises are 
small and medium-sized as against 04% of huge firms, 
with a total of 2, 316 enterprises that disappeared in 
this period. However, the report did not extend its reach 
to capture statistics on specific domains which could 
perhaps provide information on the state of education 
enterprises. An important note by this report was that 
only enterprises formally registered were sampled 
amidst an explosion of unregistered firms, particularly 
around the urban cities. Alternatively, this paper inves-
tigates private (non-government) formal and non-for-
mal enterprises alike which are specifically involved 
in education and training activities (general teaching, 
technical and vocational training, writing, consulting 
enterprises, those in charge of preparing individuals 
for competitive entrance exams into public service jobs, 
study abroad issues, and language proficiency tests). 
The study by the National Institute of Statistics (2009) 
also highlighted aspects of human capital (education 
and training, experience, age and sex), which are of 
prime interest in this paper. Field statistics in this paper 
demonstrate high lapses in leadership skills (entrepre-
neurship, management, wealth creation skills) by those 
running these small and medium-sized education busi-
nesses in Yaoundé. Simply put, a considerable number 
of CEOs, administrators, and personnel running these 
small education enterprises confirmed to have acquired 
university education with no relevant entrepreneurship 
programs embedded. Graduates with certificates in 
education revealed that their involvement in education-
al business does not tie with their initial career objec-
tives to occupy positions in public service, because of 
the prevailing unemployment situation in the country. 
According to NGU & Teneng (2020), 4.2% of the active 
labor force is currently unemployed. The underem-
ployment situation is estimated at 7 on 10 individuals 
(71.75%). This is more acute in rural areas with 78.8% 
and 57.4% in urban centers (Cameroon, 2010, 44).

These authors also held that even though the public 
service has been able to absorb over 500,000 Cameroo-
nians in the past years, the problem of graduate unem-
ployment continues to be a call for concern because 
of the overwhelming number of unemployed graduate 
youths. The billion and one-dollar question is: What 
will become of these ready-to-work graduate youths 
in the face of limited job opportunities in the coun-
try? Most of them resort to the creation of educational 
enterprises for subsistence with the hope of growing 
them to bigger firms. Yet their efforts are short lived 
because their enterprises cannot stand the test of time. 
As these enterprises close down, their owners complain 
that their university education did not equip them with 
graduate skills for wealth creation or finding work in 
the private sector. The consequences are glaring as 
these entrepreneurs affirmed that their businesses 
are limited to the provision of daily bread, and nothing 
more. Others only operate seasonally when competitive 
entrance exams into public service jobs are launched. 
This is a peak period for such businesses when many 
candidates come seeking for preparatory classes in or-
der to succeed in these exams. During interviews with 
the owners of these businesses, they revealed that ma-
jority of their businesses die off within a year. Based on 
such a morose situation, non-educational business men 
with very little or no mastery of the dynamics of the ed-
ucation sector have hijacked the educational enterprise 
for their capitalist gains. This demonstrates the failure 
of education faculty in higher education to impart the 
right skills for their learners to become strategic/trans-
formational leaders in the educational enterprise. This 
is happening at a time when the future of education 
seems to be undergoing a paradigm shift into the fourth 
industrial revolution where technology is transforming 
how we live, work, play and think, making the problem 
of lack of skills more serious. According to (World Bank, 
2019), 

a wide range of occupations will require a high 
degree of cognitive abilities, such as creativity, 
logical reasoning and problem sensitivity as part 
of their core skill set. More than half of these do 
not yet do so today or only to a much smaller 
extent. 

Today’s education systems should equip youths 
with quality skills to thrive in tomorrow’s world. Any 
continuous failure by today’s educational systems to 
arrest this disastrous situation wil permanently allow 
education into the hands of these capitalists whose

Global Journal of Transformative Education (2020) Vol 2



101

Global Journal of Transformative Education (2020) Vol 2

Teneng, Transformational Leadership and Weath Creation

main objective is monetary gains, there by returning 
the status of human beings to machines as was the case 
at the heart of the 18th century industrial revolution. 
In Cameroon for example, most schools in the private 
sector are owned by non-educational businessmen, 
who sometimes employ teachers with tertiary certifi-
cates in education to teach in the classrooms, and some-
times serve as administrators for minimal wages. This 
raises the question of why educators are not leading in 
the educational enterprise? Why have they simply re-
mained employees and not employers in the education-
al enterprise? The small and medium sized educational 
businesses created by some educators such as capacity 
building training centers, rural education networks, 
evening schools, multi-education services and consult-
ing firms have remained at ground levels. As a result, 
the economic condition of this category of persons has 
remained wanting. 

This work set out to investigate the extent to which 
education and training at the faculty of education in the 
University of Yaoundé I equips graduates with strate-
gic/transformational leadership skills that can lead to 
wealth creation and sustainably enhance the growth 
of the education industry. To do this, the following 
research questions have been formulated to guide the 
study: 

Research Questions:
1. To what extent does a university teaching(policy)

influence the existence of a well-grounded wealth
creation plan in educational enterprises in Camer-
oon?

2. To what extent does university curriculum content
influence strategic/transformational leadership of
graduates (wealth creation skills) in educational
enterprises?

3. What is the relationship between teaching-learning
models and graduates’ strategic/transformational 
leadership skills (wealth creation) in educational 
firms?

4. What is the impact of mainstreaming modes of
entrepreneurial education model in the faculty of
education on leadership in educational firms?

Conceptual literature

Leadership - The concept of leadership has been a 
crossroad of intellectual and pragmatic flexing among 
CEOs, researchers, writers, politicians, civil society ac-
tivists, and the list is inexhaustable. Some experts

believe leadership means making a difference and 
transforming situations that seemed impossible, (Rowe, 
2001). To others like Fonkeng and Tamanjong (2009), 
it is the ability of a manager to influence subordinates 
to voluntarily make efforts towards achieving organi-
zational goals. These authors insist on the fact that per-
sonal skills and social attributes are crucial for leaders 
to succeed in an organization. 

According to Farant (1980), the use of the concept 
‘leadership’ without tying it to a specific domain or ac-
tivity seems more confusing. This author explains that 
leadership skills are quite specific to context, though 
some common variables can be observed relating to the 
overall success of the organization. In this light, we can 
make mention of a religious leader, political leaders, 
CEO of a car manufacturing industry, the leader of a 
development and cultural association, the school prin-
cipal, and the list is long. In relation to the leadership 
type that concerns this study (strategic/ transforma-
tional leadership in education or educational leader-
ship), Bush and Glover (2012) define it as:

“… a process of influence, leading to the achieve-
ment of desired purposes. It involves inspiring 
and supporting others towards the achievement 
of a vision for the school which is based in clear 
personal and professional values”. 
 However, the concept of leadership has evolved 

based on the functions, actions, risk taking, scope 
of interactions, and the targets they are expected to 
meet with specified time limits. Based on this, various 
conceptualizations like strategic leadership, manage-
rial leadership, visionary leadership, transformational 
leadership, and transactional leadership have taken 
center stage in this debate. A clearer explanation of 
these concepts is presented below. 

Managerial leadership - These are leaders con-
cerned with the day-to-day running of the organization. 
To Fonkeng and Tamanjong (2009), managerial lead-
ership simply means getting things satisfactorily done 
with a tactful use of available resources. This means 
that managers are more concerned with the manipula-
tion of existing resources (human, material, and finan-
cial) so as to meet organizational goals. In the same 
light, Rowe (2001) asserts that managerial leaders 
may influence just the actions and decisions of those 
with whom they work. To him, they possess expertise 
in the operational and functional areas of the 
enterprise. However, they may make decisions that are 
not value-based. This does not mean that they are not 



102

with a tactful use of available resources. This means 
that managers are more concerned with the manip-
ulation of existing resources (human, material, and 
financial) so as to meet organizational goals. In the 
same light, Rowe (2001) asserts that managerial 
leaders may influence just the actions and decisions 
of those with whom they work. To him, they possess 
expertise in the operational and functional areas of the 
enterprise. However, they may make decisions that are 
not value-based. This does not mean that they are not 
ethical and professional, but that they are rather under 
pressure to meet performance standards, thus limiting 
their scope of action. The observation in the past years 
is that managerial leadership has failed woefully in 
their tasks, as poor management decisions have rather 
destroyed organizational resources. This is true for the 
educational industry in Cameroon as small and medi-
um sized educational firms have hardly survived a five 
years’ infancy span, (National Institutes of Statistics, 
2019). This discourse does not imply that this type of 
leadership is not needed in an enterprise. It is to rather 
inform readers that competent managerial leaders can 
only maintain existing wealth in a firm, but can hardly 
create any. 

Visionary Leadership
In recent years, visionary leadership has been 

touted to be a preferred leadership option for most 
firms, including educational institutions. It is concerned 
with future orientations and risk-taking of the firm. In 
this direction, Rowe (2001) contends that this type of 
leadership maintains organizational control via social-
ization and fixed set of norms. It follows that visionary 
leadership deals with the inspirational component of 
transformational leadership. This confirms the fact that 
visionary leadership, though considered by some as 
mare dreaming for the future, is required for the future 
viability of the firm. However, an enterprise under such 
leaderships without strong managerial leadership ac-
companying it is liable to a down to earth failure. In this 
light, some experts posit that education leaders are not 
visionary, for they may be unable to provide even a five-
year plan for their schools. This means they are limited 
to managerial leaders. Thus, they may need to consult 
the expertise of visionary leaders in order to better po-
sition themselves for future trends and threats amidst 
the absence of a grounded strategy to arrive at long-
term or future targets. To say that visionary leaders 
may forecasts the future correctly, but lack a pragmatic 
realization strategy to meet these future challenges.

Teneng, Transformational Leadership and Weath Creation

ethical and professional, but that they are rather under 
pressure to meet performance standards, thus limiting 
their scope of action. The observation in the past years 
is that managerial leadership has failed woefully in 
their tasks, as poor management decisions have rather 
destroyed organizational resources. This is true for the 
educational industry in Cameroon as small and medi-
um sized educational firms have hardly survived a five 
years’ infancy span, (National Institutes of Statistics, 
2019). This discourse does not imply that this type of 
leadership is not needed in an enterprise. It is to rather 
inform readers that competent managerial leaders can 
only maintain existing wealth in a firm, but can hardly 
create any. 

Visionary Leadership
In recent years, visionary leadership has been 

touted to be a preferred leadership option for most 
firms, including educational institutions. It is concerned 
with future orientations and risk-taking of the firm. In 
this direction, Rowe (2001) contends that this type of 
leadership maintains organizational control via social-
ization and fixed set of norms. It follows that visionary 
leadership deals with the inspirational component of 
transformational leadership. This confirms the fact that 
visionary leadership, though considered by some as 
mare dreaming for the future, is required for the future 
viability of the firm. However, an enterprise under such 
leaderships without strong managerial leadership ac-
companying it is liable to a down-to-earth failure. In 
this light, some experts posit that education leaders are 
not visionary, for they may be unable to provide even a 
five-year plan for their schools. This means they are 
limited to managerial leaders. Thus, they may need to 
consult the expertise of visionary leaders in order to 
better po-sition themselves for future trends and 
threats amidst the absence of a grounded strategy to 
arrive at long-term or future targets. To say that 
visionary leaders may forecasts the future correctly, 
but lack a pragmatic realization strategy to meet these 
future challenges. But a major lapse with these leaders 
is that they are more disordered in maintaining present 
financial stability of the firm. 

Strategic and Transformational Leadership

Managerial leadership - These are leaders con-
cerned with the day-to-day running of the organization. 
To Fonkeng and Tamanjong (2009), managerial leader-
ship simply means getting things satisfactorily done

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation  103

But a major lapse with these leaders is that they are 
more disordered in maintaining present financial sta-
bility of the firm. 

Strategic leadership comes from the Greek word 
strategos, meaning a general in command in the army, 
which later evolved by 450 BC to include managerial 
skills, leadership, oratory and power. By 350 BC, it 
evolved to mean the ability to employ forces to defeat 
opposing forces, and to develop a unified system for 
global governance, (Rowe,2001). This concept is used 
in this study to have the same meaning as transfor-
mational leadership. This author further explains that 
strategic leadership is the most preferred type by most 
organizations today, as it has repeatedly resolved the 
lapses contained in other forms of leaderships includ-
ing transactional leadership, managerial and visionary 
leaderships alike. Strategic leadership maintains short-
term operations and financial stability, while devising a 
grounded strategy for success in future bargains. This 
means that the strategic leader understands the emer-
gent strategy process considered very important in 
organizational performance as compared to planning. 
It is also referred to as entrepreneurial leadership in 
education in this study and is used to describe individ-
uals who have been equipped with relevant skills in the 
domain of education to be able to initiate, create, and 
run education businesses with commendable success. 

According to Burns (1978), cited in Odumeru & 
Ifanyi (2013), Transformational leadership has been 
recently introduced. These authors further maintained 
that: 

“Transformational leadership enhances the mo-
tivation, morale, and performance of followers 
through a variety of mechanisms. These includes 
connecting the followers’ sense of identity, and 
self to the project, and collective identity to the 
organization; being a role model for followers 
that inspires them, and makes them interested; 
challenging followers to take greater ownership 
for their work, and understanding the strengths 
and weaknesses of followers, so the leader can 
align followers with task that enhance their per-
formance”. (Odumeru & Ifanyi, 2013, p. 356). 

To Robins and Coulter as cited by Odumeru & Ifanyi 
(2013), a transformative leader is someone who creates 
positive change in followers, and in the organization. 
They pay attention to developmental issues of the or-
ganization, stimulate and inspire followers to approach 
old problems in a new way. They have the continuous

appetite to take the organization to another level, and 
giving it a better look as before(transform). Strategic 
leadership and transformational leadership have the 
same goals to meet, to take the organization to another 
level, and prepare it to overcome future challenges. It is 
for this reason that both leadership styles aim to 
perform above expected standards, maintain the 
present state of the firm, while working for heavy 
future achievements. 

 However, transformational leadership slides a bit 
from strategic style in that it is strongly tied to totally 
changing both the inner and outer look of the organi-
zation, whereas strategic leadership may be satisfied 
with an internal sustainable growth of the firm. Trans-
formational leadership works more with followers 
transformed by the leaders themselves to hit defined 
targets, while strategic leaders better manage existing 
human resources to hit defined targets. However, the 
domain of education needs more of transformational 
leadership, since the inputs, machines, and outputs are 
human beings. Therefore, significant transformation is 
required, so to prepare key, and support staff to meet 
organizational goals more than expected. 

Transformational Leadership and Wealth Creation
The concept of wealth creation in enterprises 

simply means securing sustainable financial resources, 
quality human and innovative infrastructural resourc-
es that will keep the enterprise growing in an upward 
trend for the present and for the future. Linking this to 
leadership can better be understood via the paradox 
of leading and managing per se. Rowe (2001) contends 
that wealth creation is at its best in enterprises with 
transformational leadership because these leaders 
make appropriate investments for viable future bar-
gains, while maintaining the present financial state 
appropriately. These leaders have the skills to influence 
a critical mass of managers and personnel to make 
essential decisions that enhance stability in the daily 
operations of the enterprises, and for future viability 
as well. On the side of pure visionary leadership, the 
creation of wealth is faced with much difficulty as there 
is lack of an emergent strategy, or what is known as a 
pragmatic plan towards future viability of the firm. This 
type of leadership is poised with significant disorder in 
maintaining present stability of the firm. It falls square-
ly with the logic that “a vision without transformative 
strategy makes no sense, unlike a strategy without action 
is worse than zero.” Some schools of thought confirm the 
above, maintaining that enterprises can still flourish

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 104

with managerial leadership given they are well trained 
with transactional and transformational skills. Authors 
like Bass & Bass Bernard, (1985) and Yuki, (1994), 
think that transactional leaders manage, while transfor-
mational leaders lead. Thus, transaction and transfor-
mation are two sides of the same coin: to manage and 
to lead. In this light, transactional leadership means en-
suring the day-to-day running of the enterprise through 
the motivation, reward and punishment of workers, 
whereas transformational leadership prepares strong 
grounds for the enterprise to face future challenges.

However, transformational leadership has evolved a 
lot in relation to wealth creation since all other forms of 
leadership or leadership characterizations are inherent. 
Transformational leadership is thus a contingency mod-
el as it encompasses all other forms of leadership as 
seen above. In the educational domain, as in this study, 
most of the graduates who own businesses are the 
ones running their institutions. The sluggish growth, 
stagnation and probable closure of these enterprises 
demonstrates lapses in their higher education training, 
which surely failed to equip them with transformation-
al leadership skills.

Related Literature

Transformational Leadership in Higher Education
Educational institutions have always craved for 

adaptive changes in order to respond to the demands of 
the job market. This phenomenon dates back from the 
industrial revolution, when industries dictated and con-
trolled education and training dynamics to their bene-
fit. It was in this light, Davies & Davies (2004) insisted 
on the urgent need for transformational educational 
leaders as they explained in a 9-point memorandum 
which encompasses organizational abilities and indi-
vidual abilities as seen below:

1. Strategic leaders have the following abilities:
- Be strategically oriented
- Translate strategy into action
- Align people and organizations
- Determine strategic intervention points
- Develop strategic competencies

2. Strategic leaders have the following personal
characteristics:
- Dissatisfaction, restlessness for the present
- Absorptive capacity
- Adaptive capacity
- Wisdom

This author concludes that any other leadership 
components are incorporated in the scope of strategic 
leadership, hence making it the ideal type needed by 
schools to survive and sustain the turbulence of today’s 
environment. Also, Davies & Ellison (1997) explained 
that the dynamic of the 21st Century knowledge econ-
omy poses great fears for an uncertain future, as the 
world is moving into the fourth industrial revolution. 
School leaders must anticipate this uncertainty and 
device strategic action plans to train graduates to face 
the future volatile labor market. In relation to this 
study, starters and administrators of small education 
businesses need such skills so as to think and act big 
for a sustained growth of their enterprises. This will 
significantly step up livelihoods, employment, and the 
economy. 

Theoretical considerations
A multitude of leadership theories have animated 

the discourse about which is the best to be used in what 
type of organization? Also, the debate of how to train 
in higher education for graduates to be equipped with 
specific leadership skills has been central as well. The-
ories like bureaucracy, administrative management, the 
concept of team spirit, systems and structural views, 
behavioral approach, motivational approach and man-
agement by objectives have been center stage in the 
debate. Henry Fayol (1951); Frederick Taylor (1911); 
MacGregor (1960); Elton Mayo (1946); Bernard and 
Simon (1940); Kreitner, (1995); as cited by Fonkeng 
and Tamajong (2009), believe that educational leaders 
are required to be cultured on various theoretical foun-
dations of leadership to be able to influence leaders to 
graduate with the same skills. In addition to the above 
theoretical foundations of leadership, Burn’s theory of 
transformational leadership has been considered as an 
overhaul of traditional approaches to current trends. 
This theory states that the leadership process is based 
on the mutual help of the leader and the subordinates 
for motivation and to increase their morale. His theory 
is believed to be consistent with present democratic 
norms, and most essentially as it emphasizes on the 
moral and educative nature of relationships between 
the leaders and the followers. Burn described trans-
forming leaders as those who work to positively change 
followers to become leaders for the growth of the 
organization. To him, transforming leaders strive for 
cultural change in an organization, which is not the case 
with transactional leaders. Thus, transforming leaders 
are exemplary models who work for the team/group,

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 105

organization and for the community (Burns, 1978). 
Burn’s transformational leadership is based on three 
themes, which are:

- Power and motive: this calls for the control of
power since they are dealing with humans. To
Burns, the purpose of power should be to uplift
subordinates and customers, and not crushing
them.

- Leadership as mutual purpose: transformation-
al leaders are required: power should be used for
a clear human purpose, and not for an individual
purpose or to resolve self-interest.

- Transformational leadership as a moral at-
tempt: these leaders are required to demonstrate
the following qualities: humbleness, morality,
excellent communication skills, positive attitude,
forgiveness, peace-oriented, powerful presence,
clear vision, focus, determination, patience, hope-
ful, inspirational… (Egli, 2019).

Burns also contends that Transformational leaders 
are of various types which are:

- Reformists: transforming a huge number of sub-
ordinates for high moral values.

- Intellectualists: using intellectual values to trans-
form people.

- Revolutionists: leaders who sacrifice, and trans-
form the whole aspect of a society.

- Charismatic or charming: role models.

The work of Burns was extended by Bernard M. 
Bass (1995), who explained the psychological mecha-
nisms that underlie transformational and transactional 
leaderships. To him, transformational leadership could 
be measured based on the influence on and motivation 
of followers to perform in attaining organizational 
goals. He asserts that when followers feel trust, admi-
ration, loyalty and respect for such leaders, they work 
harder than expected. Bass (1995) presents the quali-
ties of a transformational leader as follows:

- Individualized considerations: responding to
followers’ personal needs via coaching, motiva-
tion, mentoring, empathy, support, and push for
self-development and intrinsic motivation for task
realization.

- Intellectual stimulation: considering follower’s
ideas in decision-making. This encourages cre-
ativity, learning and some degree of self-confi-
dence by followers. It is however a high-level risk
for the leader.

- Inspirational motivation: the extent to which
the leaders communicate the vision and mission
of the organization to followers determines their
engagement. Transformational leaders communi-
cate missions, and tasks with absolute optimism,
and offers something more than just conventional
gains to followers.

- Idealized influence: works as a role model,
instills pride, high ethical behavior, respect and
trust.

However, this theory was criticized for being 
more an idea than pragmatic. Some schools of taught 
slammed the theory for not being well suited for com-
plex and emergency situations. (Bass & Avolio, 1994a & 
1994b). 

Implications of the theory
Leaders of small and medium sized educational 

enterprises are required to subscribe to this trend of 
action. This is justified by the fact that wealth creation 
can be a success only if transforming skills are pos-
sessed and demonstrated. Such leaders must have a 
sense of power and purpose, leadership and morals 
values which give high credibility and reputation to an 
enterprise, there by attracting wealth in other forms 
such as finances, more clients, partnership with big 
organizations, and individual donors, and experts. 
Leaders of these businesses are required to use their 
power with human purpose: skilled development, 
education and training of leaders. Using this power 
to intimidate others will yield no fruits. Nelson Man-
dela is a perfect example as he used his power for the 
growth of the South African society. And finally, these 
leaders are required to harnesses humility, patience, 
hopefulness, positive attitudes, so as attract respon-
sible partners, more clients, and subsequently wealth 
creation in terms of reputation, values, finances, human 
relations, and logistics. But if these leadership skills are 
not demonstrated by higher education leaders in terms 
of administrative and teaching staff, graduates will not 
be able to have and use these skills for self-reliance in 
their private start-ups for wealth creation when em-
ployment with the government cannot be found.

Methodology 

Study Design and Instruments
The study used a survey design which permitted 

the perfect management of a heavy population (210 
respondents), and the use of an exhaustive 15-item

Global Journal of Transformative Education (2020) Vol 2



106Teneng, Transformational Leadership and Weath Creation

carefully designed SWOT work sheet to collect data on 
the strength, weaknesses, opportunities and threats to 
these firms. This data also permitted us to ascertain the 
Link between transformational leadership skills and 
wealth creation, using the case of the Faculty of Edu-
cation (the University of Yaoundé I). Secondary data 
was obtained through documentary reviews, with most 
documents accessed online.

Population: The population under study consti-
tutes cohort graduates of between 2014-2019, of the 
Faculty of Education, The University of Yaoundé I, who 
own and run, or are former owners of small and medi-
um-sized educational firms in and around university 
campuses in the city of Yaoundé.

Sampling methodology: these graduates were 
traced through the snowball technique, then grouped 
into clusters for easy data collection. 

Data analysis technique: the data was analyzed 
with SWOT Analysis and Multiple Regression Analysis 
techniques. 

Results
The SWOT analysis was used to analyze data col-

lected and is written in full as:
SWOT: S = strength, W = weaknesses, O = Opportuni-
ties, T = Threats. 

The objectives for using SWOT analysis in this study 
was firstly to verify the SWOT of the enterprises and 
secondly to find out if leadership is conscious, and has 
the capacity of carrying out a SWOT for their firms, so 
as to prepare a strategic plan of action for the growth 
of their firms. The SWOT Matrix (Table 1)presents a 
report on some 10 small and medium sized educational 
firms. 

The SWOT matrix in Table 1 summarizes the re-
sponses provided by some enterprises in relation to 

leadership and wealth 
creation. Looking at this 
table, we realized that 
these enterprises possess 
very little strengths with 
regards to wealth creation 
and sustainable growth. 
These firms demon-
strate heavy weaknesses, 
which are strongly tied to 
leadership issues, organi-
zation, and management. 
However, the enterpris-
es are surrounded by 
golden opportunities, 
which strong leadership 
can transform to wealth. 
Added to these weakness-
es are threats which can 
cause the firms to short 
down if leadership is not 
improved.

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 107

Descriptive Statistics

Table 2 shows the codes and gradients as to the 
Likert scale used on the questionnaires. The number 
1 represents strong denial to the statement, whereas 
the number 2 represents normal denial. The number 3 
represents normal acceptance, whereas the number 4 
represents strongest acceptance. 

 Item 1 on Table 3 reveals more respondents’ 
strong denial for the fact that higher education policy 
reforms established significant orientations towards 
entrepreneurship education and wealth creation, rated 
at 61.0%. this adds to 22.4% who agreed as well, thus 
amounting total disagreement to 83.4% as against 
16.6% who adhered. Item 2 equally scores strong 
denial for the statement that higher education policy 
has specific targets on the educational industry, rated 
66.2%, and supported by 21.9% simply agree, amount-
ing to 88.1%, as against 11.9% agreeing. The same 
is true for for Item 3, as the denials have 71.9% and 
13.8% strongly, and simply agreeing respectively. All 
three items demonstrate statistical weakness of high-
er education reforms to hone relevant skills towards 
wealth creation.

Item 1 of table 4 indicates that 
a larger percentage of respondents 
making 96.2% strongly disagree 
on the fact that content conception 
guarantees prospects for transfor-
mational leadership skills. The rest 
3.8% disagreed as well, whereas no 
respondent simply agreed or strong-
ly agreed to this item as shown in 
columns A and SA. On its part, item 
2 scored 88.6% and 11.4% strong-
ly and simply disagreeing on the 
statement that content specialty is 
tailored to develop wealth creation 
skills. however, no respondent agreed 
or disagreed on this item as shown 
in columns A and SA. In item 3 of the 
same table, 85.7% of respondents 
and 10.5% strongly disagreed and 
agreed respectively on the statement 
that the content is rooted in leader-
ship theories and practice, whereas 
only 3.8% simply agreed on. The ten-
dency illustrated by these statistics 
explains the predicted pattern that 
content dynamics in higher education 
are weak regarding transformational 
leadership and wealth creation.

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 108

ted via hands-on approaches to familiarizelearners 
with real world circumstances. 

Item 1 on table 6 shows that all respondents 
strongly disagree with the fact that entrepreneurship 
courses are transversal in all departments. Unlike in 
item 1, item 2 indicates a high percentage (91.9) of 
respondents who disagree with the statement that the 
dose of entrepreneurship courses is significant in terms 
of start-ups, organizational leadership, wealth creation, 
and business management. The remaining 8.1% sim-
ply disagreed as well, whereas, no respondent agreed 
or strongly agreed as indicated by the “0” in the two 
columns in the right. For item 3 all respondents 
disagree that volunteerism education is being main-
streamed in the curriculum. However, the observation 
from these statistics explains the inference that entre-
preneurship education is offered the least important 
place in the education and training of higher education 
graduates. This may explain why they lack skills to suc-
cessfully run their businesses.

Item 1 of table 5 indicates that the teaching models 
used in higher education are not apprenticeship-based 
as strongly disagreed by 88.6% of the respondents. 
10% equally disagreed, whereas only 1.4% agreed. 
94.8% of respondents strongly disagreed with the 
statement that industrial stakeholders significant-
ly participate in career orientation workshops, and 
leadership motivational discourses during the degree 
program. The survey revlealed that 5.2% disagreed as 
well, while no respondents agreed or strongly agreed. 
Looking at item 3, we noted that 53.3% and 8.6% of the 
respondents strongly agreed and agreed respectively 
on the university–industry partnership in teaching. 
However, 25.2% agreed, while only 12.9% strongly 
agreed. Judging from the observation, we infer that the 
bulk of the respondents have underscored that teaching 
methods are not geared towards developing skills for 
transformational leadership and wealth creation.This 
has a strong link with the problem under investigation 
as entrepreneurship skills are required to be transmit

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation  109

Item 1 on table 7 probes into the availability of stra-
tegic business plan which permits businesses to obtain 
significant funding from donors. Field statistics show 
that 59.9% and 22.4% of respondents strongly dis-
agree and disagree respectively. However, 9.5% agreed, 
whereas 9.0% strongly agreed. Looking at statistics 
from item 2, we noted that 83.3% of the respondents 
strongly disagreed that their firm has entered into 
meaningful partnerships that allows essential interac-
tions involving financial exchange, training exchange, 
scholarships, policy issues, leadership expertise and 
growth tactics. The data also show that 15.2% adhered 
to this statement, while only 1.4% agreed. Data in item 
3 indicates that 82.9% of the sample strongly disagreed 
that their firms were growing sustainably, while 12.4% 
disagreed. On the other hand, an extremely 
small portion 4.8% simple agreed, whereas no 
respondent strongly disagreed. The meaning 
that can be made out of these data may explain 
the struggling circumstance which these firms 
experience. They struggle to thrive, as most 
even closed down before 5 years. 

Inferential Statistics

To test the hypotheses, the data were ana-
lyzed using a multiple regression anlaysis to confirm a 
correlaction between several variables captured in the 
survey data. The data were then analyzed using ANO-
VA methods to identify the relationship between the 
variables.

Multiple regression Analysis. 

Table 8 suggests that there is an 
extremely high correlation R (0,996) 
between transformational leader-
ship and wealth creation in educa-
tional enterprises by graduates. This 
high correlation coefficient signify 
that transformational leadership 
skill is highly significant for any 
good performance in educational 
firms. Otherwise, the mal-perfor-
mances observed in educational en-
terprises around the city of Yaoundé 
is strongly linked to poor leadership 
skills by it owners. This finding is 
reinforced by another key statistics 
on the same table 8, R-square or R2 

(0,992) shows indicating that 99,2% of poor wealth 
creation in educational firms can be explained by 
lapses in transformational leadership skills, whereas, 
the remaining 0.8% is explained by factors out of the 
model. On a more specific level, table 8 equally 
suggests that R-adjusted (.992) indicates a very good 
variable-fit of all sub variables. Hence, higher education 
policy, transformational leadership curriculum, wealth 
cre-ation teaching-learning models, modes of 
mainstream-ing entrepreneurship education in faculty 
teaching significantly fit and strongly predicts wealth 
creation in educational firms by graduates. This mean 
that worry-ing lapses exist at specific variable levels of 
university training (see tables 3, 4, 5, and 6).

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 110

Table 9 shows that the overall regression model is 
a good fit for the data. This table indicates that trans-
formational leadership skills statistically significantly 
predicts wealth creation in educational firms by grad-
uates. (F(4,205)= 6,273.073, p<0.0005). This means that 
the poor wealth creation situation in educational firms 
by graduates is highly explained by the lapses in 
transformational leadership skills embed by faculty 
teachings. 

The scatter-plot graph (Figure 1) demonstrates a 
significant concentration points around the straight 
line. This indicates a significant relationship between 
transformational leadership skills and wealth 
creation. The correlation coefficient is 0.957, 
approaches 1, therefore strongly supports the 
hypothesis. 

Discussion of Results

Graduate unemployment has reached 
preoccupying levels in Cameroon, thus 
appealing for every bit of reflection on 
measures to tackle the problem. It is for this 
reason that the surroundings of educational 
milieus are filled with graduates operating 
small and medium sized enterprises. This 
study initially set out to investigate the 
extent to which graduates of the Faculty of 

education are equipped with transformational lead-
erships skills, for them to thrive in these enterprises. 
In this light, 210 firms were sampled for questioning, 
whereas some went through a SWOT analysis. This 
permitted the researcher to bring out the strengths and 
weaknesses of these enterprises, and to determine the 
degree of prediction on wealth creation by transforma-
tional leadership lapses in the enterprises. 

This was demonstrated by the results obtained 
after running the multiple regression test (F(4,205)= 
6,273.073, p<0.0005, R2 = 0.992). This test permitted us 
to confirm all four predictors: higher education policy 
model towards wealth creation plans, transformational 
leadership curriculum, wealth creation teaching-learn-
ing models, modes of mainstreaming entrepreneurship 
education in faculty teaching as statistically significant 
towards wealth creation. This is justified by descriptive 
statistics, where respondents strongly disagreed with 

the fact that higher education 
policy reforms in Cameroon 
have established strong orien-
tations towards entrepreneur-
ships education and wealth 
creation in enterprises. As a 
matter of fact, 61% strongly 
disagree, while 22.4% also 
disagreed, thus aligning to this 
thesis. The 2016 report by the 
National Institute of Statistics 
held that a key strategy to fight 
the premature collapsing of 
small and medium sized en-
terprises is establishing strong 
human capital training 
policies. To Rowe (ibid), the 
leadership of enterprises must 
receive essential skills for the 
task at hand.

Global Journal of Transformative Education (2020) Vol 2



 111

82.9% of respondents strongly disagree their 
enter-prises are growing sustainably in terms of 
reputation and credibility, candidates, human 
resources, logistics, and financial capital. This falls 
squarely with the re-formist and idealized qualities of a 
transformational leader by Bass (1995), who thinks 
that wealth creation means transforming every aspect 
of the organization. 

However, when we look at the unexploited op-
portunities which could help sustain these firms, we 
conclude that there is need for strong transformational 
leadership skill for these owners of the businesses. 
Some opportunities include: existence of multiple 
funding opportunities by non-governmental organi-
zations, and some government initiatives such as the 
recent presidential funding for graduates’ start-ups, 
leadership workshops organized by the British council, 
and business organizations, strategic location of the 
businesses around the university campus, a heavy pop-
ulation thirsty for knowledge, and existence of trained 
teaching staff. This means that the need for transforma-
tional leadership is imperative so as to transform these 
opportunities into strength towards wealth creation in 
these firms. 

Conclusion
This study set out to investigate the bearing of 

transformational leadership education in universities 
on graduates’ wealth creation. The wealth creation 
skills acquired by graduates will be a signal as to 
whether their business start-ups succeed or fail. Pos-
session and use of these skills in small and medium 
sized enterprises opened by graduates of the university 
of Yaoundé I are therefore determinants of the lifespan, 
growth and profitability of these businesses. Based on 
SWOT and regression tests, findings revealed lapses in 
programs, government policy and teachings methods. 
Given the grim picture of employment in the country, it 
will be high time transformational leadership skills are 
embedded in higher education curricula as a whole to 
equip graduates with skills that can enable them have a 
smooth transition to the volatile labor market and to 
keep afloat in the tense competition therein. 

Another concluding note in this paper is in this 
paraphrase by Victor Hugo in Axford (1969), that 
nothing is truer than the power of an idea when its 
time has come. But that idea must be borne by people 
with vision, leadership and moral fortitude to recognize 
the validity of the idea andinstitutionalize it. It is 
therefore time transformational leadership education 

Teneng, Transformational Leadership and Weath Creation

Moreover, 66.2% and 21.9% strongly disagreed and 
disagreed to the statement that education reforms tar-
gets are quite specific with regards to various domains. 
This has specifically taken care of the realities of the 
educational industry. The observation in the Faculty of 
Education indicates the absence of transformational 
leadership courses as obligatory teaching units, as well 
as the absence of a specific entrepreneurship content. 
Statistics indicates a 100% of respondents strongly 
disagreeing to the presence of domain specialization in 
leadership courses, and the presence and an obligatory 
leadership and entrepreneurship education. This posi-
tion is supported by the European document on entre-
preneurship leadership in education recommends high 
level mainstreaming of this type of education in educa-
tional policy, curriculum and teaching approaches. 

The world document for 2019 on leadership which 
makes mention of the need for intellectual skills as crit-
ical to the success of educational leaders. In this light, 
Bass & Bass (2009) talk of intellectual stimulation as a 
key quality of transformational leaders. These authors 
explained that transforming leaders is a great deal of 
having the intellectual capacity to get followers into 
creativity and innovation. However, this cannot be done 
without having acquired relevant leadership skills. 
Things become more serious as 91.9% of respondents 
strongly disagreed that the dose of entrepreneurship 
courses are significant in terms of start-ups, organiza-
tional leadership, wealth creation, and business man-
agement. This is followed by 100% of respondents dis-
agreeing that voluntarism is being encouraged during 
training. The European entrepreneurship leadership in 
education posits that strong educational leaders cannot 
be produced when field acquaintances are excluded 
during training. The document upholds key modes like 
meaningful partnerships between faculty and industry 
in curriculum design and delivery, and a significant 
mainstreaming of volunteerism culture in our system. 

The degree of weaknesses presented by these 
enterprises is a vivid indicator of the absence of trans-
formational leadership skills in these firms. These 
weaknesses range from limited infrastructure to no 
partnerships, lack of a strategic plan, but to name a 
few. In addition to this, a close look at the at the threats 
such as Lack of operation license, Illegal location, an 
increase in e-marketing, increase in ICT integration in 
the teaching-learning process, poor organization, no 
strategic business plan, weak leadership strongly justify 
the premature shoot-down of these businesses. These 
weakesses are visible in wealth creation statistics as

Global Journal of Transformative Education (2020) Vol 2



112

Suggestions for further research
The following suggestions for further research are 

made based on the believe that no research work can 
be all encompassing and that research is continuous. It 
will therefore be proper to open up and cast a glance 
into future research interests which could emanate 
from this one or build on it. The same research top-
ic could be carried out with a larger population and 
sample, covering more African countries selected for 
comparability and best practice. Other research in-
terest could focus on the comparability of private and 
public universities in terms of graduate employability 
in Cameroon. Another study could also focus on the 
demand and supply of entrepreneurship education and 
the effects on economic growth. Finally, these 
suggested areas of research could be carried out for 
longer peri-ods of experimentation and with larger 
sample sizes to enhance the degree of reliability. 

Teneng, Transformational Leadership and Weath 
Creation

gained its place among the professions, especially 
within the profession of education in Cameroon. It has 
too long been peripheral and marginal. Government 
and other education stakeholders must start thinking 
of how this can be woven into the educational fabric of 
our country, so that it can play its own role; that of 
providing sustainable self-employment to graduates 
when government fails to.

Recommendations 
The following recommendations could greatly lead 

to improvements in the quality of education and cata-
lyze wealth creation for graduates. 

There should be reinforcement of policy imple-
mentation in higher education through commensurate 
quality control measures by putting in place a higher 
education planning team who should seek to under-
stand the needs of all stakeholders in the higher educa-
tion domain. This team will be in charge of carrying out 
a need analyses of all stakeholders in higher education 
periodically in order to inform curriculum designers. 
The team will advise the minister of higher education 
on issues of curriculum reforms by producing periodic 
reports on evolving global trends in the higher educa-
tion arena, so as to address quality and respond to the 
demands of the 21th century knowledge economy. This 
will partly solve Cameroon’s pressing need of produc-
ing more market ready graduates who will not fall into 
the unemployment trap.

Secondly, promotion of entrepreneurship education 
should be one of the topmost education reforms in the 
country so as to encourage the creation of enterprises 
which can absorb the growing number of unemployed 
graduates. Final year students should be placed in 
enterprises for internships or volunteerism to develop 
work experience as required prerequisites for finding 
first graduate employment or creating one. Finally, 
with regards to government policy, there is need for an 
in-crease in public spending on higher education in 
terms of updating dilapidated infrastructure such as 
labo-ratories, and installing modern technological and 
ICT gadgets in order to professionalize teaching and 
evalua-tion in a bid to enhance practical knowledge 
acquisition which is indispensable in wealth creation.

Global Journal of Transformative Education (2020) Vol 2



Teneng, Transformational Leadership and Weath Creation 113

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https://reports.weforum.org/future-of-jobs-2016/skills-stability/



