Financial and Social Challenges in the Management of Public Primary Schools by First-Time Head Teachers in the Northwest Region of Cameroon

Abstract

Financial resources and constructive social relationships are important conditions for effective management of public primary schools, particularly for head teachers assuming leadership responsibilities for the first time. This study examined the financial and social challenges associated with the management of public primary schools by first-time head teachers in the Northwest Region of Cameroon. Specifically, it determined the extent of financial challenges and examined the relationship between social challenges and school management. A mixed-methods exploratory design was employed. The accessible population comprised 16 first-time head teachers and 122 teaching staff in selected public primary schools in Momo and Mezam Divisions. The analysed data comprised 108 usable teacher questionnaire responses and eight head-teacher interviews. Questionnaires provided the quantitative data, while interviews with first-time head teachers provided the qualitative data. Quantitative data were analysed using frequencies, percentages, Pearson’s chi-square test, and Cramer’s V, whereas interview data were analysed descriptively. Findings revealed substantial financial challenges. Most teacher respondents reported inadequate financial assistance, difficulties purchasing teaching aids, limited teacher motivation, insufficient funds for school projects, and dissatisfaction among auxiliary staff with remuneration. Financial challenges were significantly associated with school management, χ²(9) = 83.097, p < .05, V = .506. Social conditions were comparatively more favourable: teacher respondents generally reported collaboration among school stakeholders, teacher participation in decision-making, opportunities to express concerns, community contributions, and shared leadership practices. Nevertheless, social challenges were significantly associated with school management, χ²(9) = 89.955, p < .05, V = .527. The findings suggest that financial constraints and social-relational conditions constitute important dimensions of the management experiences of first-time head teachers. The study recommends improved school financing, timely resource provision, staff motivation, participatory decision-making, and strengthened collaborative leadership mechanisms to support effective management of public primary schools.