Abstract:

This study examines the relationship between school management practices and the academic performance of internally displaced persons (IDPs) in government secondary schools within Mfoundi Division. The influx of IDPs due to ongoing conflicts in various regions of Cameroon has posed significant challenges to the education system, particularly in areas hosting large numbers of displaced students. This research focuses on how school management strategies, including resource allocation, teacher support, student welfare, and disciplinary policies, impact the academic outcomes of IDPs. Utilizing a mixed-methods approach, the study combines quantitative data from student performance records with qualitative insights from interviews with school administrators, teachers, and students. The findings indicate that effective school management practices are crucial in mitigating the educational disruptions experienced by IDPs. Schools that prioritize inclusive practices, provide psychosocial support, and adapt their curricula to the needs of displaced students tend to achieve better academic outcomes for these students. Conversely, schools that lack adequate resources, have rigid management structures, or fail to address the unique challenges faced by IDPs often see a decline in academic performance among displaced students. The research highlights the need for tailored management approaches that address the specific needs of IDPs to enhance their academic success. The study concludes with recommendations for school administrators and policymakers to adopt more flexible and supportive management practices that can accommodate the diverse needs of IDPs, ensuring their right to quality education despite their displacement.

Keywords: School management practices, academic performance, internally displaced persons, IDPs, government secondary schools, Mfoundi Division, inclusive education, educational outcomes.