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Download StatisticsEbot Ashu, Frederick (2014). Effectiveness of school leadership and management development in Cameroon. University of Birmingham. Ed.D.
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Ebot-Ashu14EdD.pdf
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Abstract
In both developed and developing countries poor performance of head teachers is detrimental to school effectiveness, with consequent economic costs amounting to billions of dollars every year. These costs are perhaps particularly keenly felt in developing countries, where demand for a workforce that is proficient in globally relevant competencies is especially acute, but where the effective school leadership that can help to deliver this educated workforce is especially patchy. One of the contributing factors to this poor performance is a lack of structured leadership development programmes.
This study, therefore, explores the factors pertinent to effective school leadership development programmes in a resource poor education system, taking Cameroon as its example. The study combines a review of the academic literature with field document analysis evidence, structured interviews with head teachers and teachers, and a Leadership and Management Development Questionnaire (LMDQ) study. The results in particular indicate that the central educational agencies, schools and school leaders recognized the importance of ensuring that central policies and support, schools’ internal policies, and their in-service development opportunities for aspiring head teachers, are closely aligned with international best practice, particularly through the establishment of a structured leadership development programme targeted at aspiring head teachers, and aimed at combining governance skills with a more global outlook.
| Type of Work: | Thesis (Doctorates > Ed.D.) | |||||||||
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| Award Type: | Doctorates > Ed.D. | |||||||||
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| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Education | |||||||||
| Funders: | None/not applicable | |||||||||
| Subjects: | L Education > LB Theory and practice of education | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/5213 |
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