Abstract

We investigated the professional competencies, encompassing both knowledge and management practices, employed by secondary school leaders in Cameroon. A total of 73 principals from both public and private francophone-sector establishments participated in this study, providing responses to a comprehensive 38-item questionnaire. Employing exploratory factor analysis, we identified five distinct factors (competencies) associated with these principals. The findings reveal that, beyond the conventional competencies linked to their pedagogical responsibilities and the management of material and financial resources, school principals have also acquired and refined skills pertinent to the effective management of school communities and the promotion of diversity within their respective educational institutions.

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