Good Governance in School Administration and its Impact on Educational Outcome: Insights from Selected Pre-Tertiary Educational Institutions in the Anglophone Regions of Cameroon

Abstract

In recent years, educational systems worldwide have faced growing pressure to prepare young people to contribute meaningfully to personal well-being and societal progress. However, persistent disparities in educational outcomes and youth behaviour across Cameroon’s Anglophone regions have raised concerns about the effectiveness of school governance, highlighting the need for research into administrative practices with potential to drive improvement. Anchored in Equity Theory, this study focused on three governance dimensions—equity practices, service quality, and stakeholder engagement—and how each influences educational outcome. A descriptive-correlational survey design in a mixed-method was employed, using a structured questionnaire, semi-structured interview guide, and document analysis checklist. Schools and participants were selected through purposive and proportionate sampling techniques. Of the original 500 teachers, 30 principals, and 30 PTA presidents from 30 government secondary schools in Fako and Mezam Divisions, data were retained from 219 teachers, 13 principals, and 13 PTA presidents across 13 schools that met a 65% minimum threshold on governance and educational outcome standards. Quantitative data were analysed using descriptive statistics, Chi-square tests, and Pearson correlation via SPSS Version 25.0, while qualitative data were subjected to thematic and content analysis. Teachers reported commendable practices supporting equity, quality, and stakeholder engagement, including fair admission, targeted learner support, well-maintained facilities, professional staff, inclusive decision-making and regular PTA meetings. Results showed a high mean score for educational outcomes (M = 4.03, SD = 0.63), significantly associated with equity (r = .582, p < .01), service quality (r = .621, p < .01), and stakeholder engagement (r = .556, p < .01). Documentary records supported these findings, with GCE pass rates averaging 79.2%, attendance and completion at 84%, over 70% proficiency in literacy and numeracy, and satisfactory student moral behaviour. Qualitative themes included inclusive resource allocation, infrastructure improvement, professional support, and participatory leadership. The study concludes that schools embedding fairness, quality, and inclusive governance significantly enhance learner outcomes and institutional resilience. It recommends targeted support for disadvantaged youths, investment in infrastructure and teacher development, and the promotion of participatory governance to improve outcomes in the study area and similar contexts.