Principals’ perspectives on the connection between context and student learning in Cameroonian Presbyterian schools

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