School Governance and Effective Curriculum Implementation in Secondary Schools in Yaoundé Centre, Cameroon

Abstract

The study looks at the relationship between school governance and effective curriculum implementation in secondary schools in Yaoundé. The school principal has the responsibility to organise and channel the limited available resources to enhance quality curriculum implementation. In case he is wanting in this area, institutional objectives would not be met as students' performances would not be optimum and scarce resources would be wasted. Within the context of this study, school governance was limited to principals’ leadership and management, stakeholder engagement, accountability and transparency and teacher support and development. The study explored these variables, ascertaining a link to quality curriculum implementation within the context of secondary education. A mixed-methods approach was utilised in the collection and analysis of this study. Simple random sampling and proportionate sampling techniques were applied to ensure the selection of representative samples. The Instruments used for data collection were the questionnaire and the interview guide. Spearman’s rank correlation was employed to analyse the data. and it was found that principals’ leadership and management, stakeholder engagement, accountability and transparency, and teacher support and development significantly determine the quality of curriculum implementation in secondary schools, with correlation coefficients of 0.456, 0.496, 0.614, and 0.742, respectively.  Recommendations have been made to the relevant stakeholders based on the research findings.