Principals’ perspectives on the connection between context and student learning in Cameroonian Presbyterian schools
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Date
Authors
Mokoko, Grace Emade
Marishane, Ramodikoe Nylon
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
This study examines the role of secondary school leadership in enhancing
student learning in Cameroon, focusing on Presbyterian school principals and
their understanding of the relationship between learning context and student
outcomes. Principals are expected to demonstrate professional skills and
knowledge of how various components of student learning interact. However,
the study highlights a significant gap in leadership training among Cameroonian
principals, focusing predominantly on teacher-centric approaches rather than
student learning. Utilising relational leadership theory, the qualitative research
includes insights from six Presbyterian Church secondary schools. Findings
indicate a lack of awareness among principals regarding the interplay between
context and student learning, compounded by barriers hindering the
establishment of positive learning environments. They underscore the need for
enhanced leadership training, prioritising student learning, and establishing
positive learning environments. The study advocates for strengthened policies
and training initiatives prioritising school leadership development to improve
student learning outcomes
Description
Keywords
Context, Professional training, Relational leadership, School leadership, Student learning, SDG-04: Quality education
Sustainable Development Goals
SDG-04:Quality Education
Citation
Mokoko, G.E., & Marishane, R.N. 2024, 'Principals’ perspectives on the connection between context and student learning in Cameroonian Presbyterian schools', Africa Education Review, vol. 20, no. 5, pp. 43–62, doi : 10.1080/18146627.2024.2403672.