Study findings of Cameroonian Presbyterian school leadership

This data was gathered regarding an investigation on school leadership connection to student learning through the context, in Cameroonian Presbyterian schools. A qualitative research approach was employed in the collection of data through semi-structured-in-depth interviews and document analysis. Six Cameroonian Presbyterian secondary schools were conveniently selected. Criterion sampling was used to determine the characteristics of those who participated. There were fifty-four Participants; six principals, twelve teachers and thirty-six students. Data was manually analyzed, thematically. The data showed that many principals could not establish the relationship between context and student learning owing to inadequate leadership preparation and therefore could not connect their roles to student learning via the creation of conducive learning context. The data also established that a disconnection exists between school leadership and student learning in Cameroonian Presbyterian secondary schools, resulting to unsafe environments for students and even teachers. This data further reveal that school leaders face challenges which limit their abilities to create school climate that fosters effective student learning, such as lack of basic institutional resources. The data has equally provided some proposed actions needed to salvage this situation.