Date of Conferral







John A. Harrison


This study explored the school principal selection process in Cameroon where the political appointment of school principals with no plan for formal training was practiced. The purpose of this exploratory multiple case study was to explore and describe school principal perceptions of leader behaviors in urban Cameroon schools. Goldring’s learner-centered leadership approach was the conceptual framework that guided this study. Research questions were focused on school principals’ perceptions of behaviors, standards, and cultures that they believed are critical to effective leadership in urban Cameroon schools. A multiple case study design was used to capture insights and perceptions of three purposely selected elementary, middle, and high school principals through semi structured interviews and document artifacts. Emergent themes were identified through open coding, and findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. Findings revealed that principals in Cameroon would benefit from targeted training focused on learning-centered leadership practices while considering possible contextual challenges as well as leadership behaviors that build school communities to encourage and support strong student academic performance. Further research on school leadership effectiveness within the same context is recommended with an expanded participant pool. This study has implications for positive social change by creating a structure to provide principals with guidance and training to build collaborative school communities.