This study examined the impact of school location on the effectiveness of public secondary school administrators in the English-Speaking Regions of Cameroon. The study reviewed literature under key headings of conceptual, theoretical and empirical reviews. The research method was the mixed method – quantitative-qualitative and the research design adopted was the sequential explanatory design. A structured Likert-type School Administrators’ Questionnaire (SAQ) and an interview guide for administrators were developed as instruments for quantitative and qualitative data collection respectively. Descriptive (frequencies and percentages) and inferential (chi square, Spearman Rank correlation and ANOVA) statistical methods, including thematic and descriptive explanations were employed for data analyses. Findings showed that 55.7% of the school administrators were satisfied with the location of their school while 44.3% of them are not satisfied. School location significantly, positively and strongly affected administrative effectiveness (P=0.000, far <0. 05). The strong and positive sign of the correlation value (R= 0.606**) implied that administrative effectiveness of the school administrators is more likely to increase when the location of their school is conducive and more likely to decrease when the location of their school is not conducive. This hypothetical conclusion was supported whereby a majority of the school administrators (67.6%) who perceived their administrative effectiveness as low were those who indicated that the location of their school is not conducive. Thus, the null hypothesis was rejected. Based on the findings, it was recommended that the safe location of schools should become a matter of strict policy.
School Location, Effectiveness, School Administrators, English-Speaking, Regions, Cameroon
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