This study explores the current state of moderation of principal’s performance in educational leadership in Cameroon. It examines the challenges facing moderators in evaluating and validating the performance of principals in Cameroon; and the moderation process on principal performance in Cameroon. The study is qualitative in nature where the researchers collected data through literature review and observation of principals in twenty secondary schools in Southwest Region of Cameroon. The finding suggested that moderation of principals performance is a complex and multifaceted concept, influenced by various factors, including policy, culture, and leadership. The study identified several challenges facing the moderation of principals, including lack of clear policies and guidelines, inadequate training and support for moderators, and limited resources. The findings equally suggested that effective moderation can improve principal performance, but that the quality of moderation is critical. The study contributes to the existing literature on the current state of moderation of principal’s performance in educational leadership in Cameroon; and how principals in Cameroon perceive the moderation of their performance, and what are their suggestions for improving the process. Despite the limitations of the study, the findings recommends that educational authorities should develop clear policies and guidelines for the moderation of principals, provide training and support for moderators, and allocate sufficient resources to support the moderation process.
Moderation of Principals, Principal Performance, Educational Leadership, Cameroon
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