ABSTRACT

This study investigates teacher leadership practices in secondary education in Cameroon, focusing on two public schools in Buea. Teacher leadership is critical for fostering a positive educational environment, guiding instructional practices, and supporting student achievement. This research aims to explore how teacher leaders influence school effectiveness, identify key practices, and evaluate the challenges they face.

A mixed-method approach was used, incorporating quantitative surveys and qualitative interviews. Surveys were distributed to teachers and school administrators to assess the prevalence and impact of teacher leadership practices. The survey collected data on leadership roles, influence on school improvement, and support mechanisms for teacher leaders. Qualitative interviews with selected teacher leaders provided deeper insights into their leadership practices, strategies, and challenges encountered. The study also reviewed existing literature on teacher leadership to frame the research context.

The findings reveal that teacher leadership practices vary across the two public schools in Buea. Key practices identified include mentoring peers, leading professional development sessions, and participating in curriculum development. Teacher leaders were found to positively impact school climate and instructional quality. However, challenges such as limited administrative support, inadequate training opportunities, and resistance to change were reported. Teachers expressed a need for more structured leadership development programs and greater recognition of their leadership contributions.

The study concludes that teacher leadership plays a significant role in enhancing secondary education in Buea. Recommendations include providing targeted professional development for teacher leaders, improving support systems from school administration, and fostering a culture that values and recognizes teacher leadership. By addressing these areas, schools can strengthen their leadership practices and improve overall educational outcomes.

Keywords: teacher leadership, secondary education, Cameroon, Buea, public schools, instructional quality, professional development, school improvement.