DOES PRINCIPAL GENDER MATTER? ADMINISTRATIVE AND FINANCIAL MANAGEMENT EFFECTIVENESS IN SECONDARY SCHOOLS IN SOUTH WEST CAMEROON
Abstract
Gender disparities in educational leadership continue to generate scholarly debate regarding whether the gender of school principals influences administrative effectiveness. While women have increasingly assumed leadership positions in schools, perceptions concerning gender differences in administrative competence remain contested, particularly within Sub-Saharan African educational systems. This study examined whether principal gender influences administrative and financial management effectiveness in secondary schools in the South West Region of Cameroon. Specifically, the study investigated the relationship between principal gender and administrative management, and between principal gender and financial management. A convergent mixed-methods design was adopted, combining quantitative data obtained through structured questionnaires administered to teachers with qualitative data gathered from principals through interviews. The study was conducted in secondary schools in Fako Division, South West Region of Cameroon, involving teachers and principals selected through probability sampling techniques. Quantitative data were analysed using descriptive statistics and Chi-square tests of independence, while qualitative data were analysed thematically to complement and explain the quantitative findings. The findings revealed that principal gender was significantly associated with both administrative and financial management effectiveness. Although both male and female principals demonstrated competence in school administration, female principals were perceived to exhibit comparatively stronger financial management practices characterised by accountability, transparency, and prudent utilisation of school resources. Administrative management effectiveness, however, reflected more similarities than differences between male and female principals, suggesting that leadership competence is influenced more by professional capability than by gender alone. The study concludes that effective school administration should be promoted through merit-based leadership selection, continuous professional development, and equitable leadership opportunities irrespective of gender. The findings contribute to ongoing discussions on gender and educational leadership within developing-country contexts and provide evidence to inform leadership development and policy reforms in secondary education.
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