Journal of Social Science and Human Research Studies (JSSHRS)

Digital Leadership Practices of Principals and Access To E-Learning in Public Secondary Schools in Buea-CRM

Samuel, ETONGE Ndeley

10 July 2026 · Vol. 2, Issue 7, pp. 1056-1064

DOI: 10.65150/EP-jsshrs/V2E7/2026-15

Abstract

This study examines the digital leadership practices of principals and their influence on teacher competence and student access to e-learning in public secondary schools in Buea‑CRM. The research aims to understand how principals’ leadership strategies shape the integration of digital tools in teaching and learning, addressing gaps in infrastructure, teacher preparedness, and student engagement in resource-constrained educational settings (Hitt & Tucker, 2025; Ngale Lyonga, 2022). A cross-sectional research design is employed, involving 435 participants, including 15 principals, 120 teachers, and 300 students. Data are collected through structured questionnaires, interviews, and document reviews, and are analyzed using descriptive statistics and correlation measures to explore relationships between leadership practices, teacher competence, and e-learning access. Findings indicate that 87% of principals demonstrate a clear digital vision, while 73% facilitate professional development and 68% manage ICT resources effectively. Teachers exhibit moderate digital competence, with 64% proficient in ICT skills and 59% regularly integrating e-learning tools, whereas student access remains uneven, with 29% using platforms daily and 46% possessing personal devices. Positive associations emerge between principals’ digital leadership practices and both teacher readiness and student engagement, highlighting the critical role of leadership in enhancing digital learning outcomes (Saeed & Kang, 2025; Zeng et al., 2025). The study concludes that strengthening principals’ digital leadership, providing targeted teacher training, and improving ICT infrastructure can enhance access to e-learning and foster innovation in teaching practices. These findings have implications for educational policy, institutional strategies, and future research on digital leadership in resource-limited contexts.

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Samuel, & ETONGE Ndeley (2026). Digital Leadership Practices of Principals and Access To E-Learning in Public Secondary Schools in Buea-CRM. Journal of Social Science and Human Research Studies, 2(7), 1056-1064. https://doi.org/10.65150/EP-jsshrs/V2E7/2026-15

@article{Samuel2026,
  title   = {Digital Leadership Practices of Principals and Access To E-Learning in Public Secondary Schools in Buea-CRM},
  author  = {Samuel and ETONGE Ndeley},
  journal = {Journal of Social Science and Human Research Studies},
  year    = {2026},
  volume  = {2},
  number  = {7},
  pages   = {1056-1064},
  doi     = {10.65150/EP-jsshrs/V2E7/2026-15},
  url     = {https://doi.org/10.65150/EP-jsshrs/V2E7/2026-15}
}

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