School Management Practices and Academic Performances of Internally Displaced Persons in Government Secondary Schools in Yaounde, Mfoundi Division, Cameroon

Abstract

This research work seeks to the examine effect of school management practices on the academic performances of internally displaced persons in government secondary schools in Mfoundi Division. The study adopted the descriptive survey design using mean ` and standard deviation. Data was collected using a Likert scale questionnaire administered to three hundred and twenty-three respondents in Government secondary schools in Yaounde. The finding revealed that the implementation of educational policies has a positive influence on the academic performances of IDPs with a mean of 2.1868. Also admission procedure of IDPs has a positive influence on their academic performance with a mean of 1.9628. The impact of curriculum implementation also influences academic performances of IDPs with a mean of 1.9987. Social integration opportunities influence the academic performance of IDPs with a mean of 2.0629. The hypotheses were also tested using SPSS version 25 which confirms that school management practices have an influence on academic performances of internally displaced persons in secondary schools in Mfoundi Division.