ABSTRACT

Emotional well-being is crucial for students’ academic success and overall development, yet schools in Buea Municipality, Cameroon, face challenges such as socio-political instability, resource constraints, and cultural stigma that hinder effective support systems.

This study explored the strategies employed by school administrators to manage students’ emotional well-being, focusing on professional development programs, internal policies, and support systems. The research aimed to assess administrators’ training initiatives, analyze institutional policies, and investigate available support mechanisms to enhance emotional well-being.

A quantitative survey design was used, with structured questionnaires administered to 30 school administrators selected through stratified random sampling. Findings revealed that while most schools provide annual training and anti-bullying policies, gaps exist in external collaborations, policy enforcement, and peer mentorship programs.

Strong correlations were found between administrators’ practices and student well-being, particularly in training (r = 0.571) and policy implementation (r = 0.626). However, cultural stigma and resource limitations significantly impede progress. The study concludes that comprehensive professional development, adaptive policies, and culturally sensitive support systems are essential for improving emotional well-being in schools.

Recommendations include mandatory SEL training for staff, regular policy reviews, and community engagement to reduce stigma. These findings offer practical insights for administrators, policymakers, and educators in similar resource-constrained settings.

Keywords: emotional well-being, school administrators, professional development, support systems, policies.

CHAPTER ONE

INTRODUCTION

Introduction

Emotional well-being is a key factor in school effectiveness, as it directly influences students’ academic performance, behavior, and overall development (Greenberg et al., 2003). Schools that prioritize emotional well-being create environments where students feel safe, valued, and motivated to learn. However, in regions like Buea, Cameroon, socio-economic and political challenges hinder efforts to foster such environments, negatively impacting both student well-being and school success (Nkengbeza, 2021).

School effectiveness depends on strong leadership, clear policies, and supportive relationships (Leithwood et al., 2020). Administrators who implement strategies to enhance emotional well-being—such as social-emotional learning (SEL) programs and counseling services—contribute to a positive school climate. These efforts, when successful, lead to higher student engagement, reduced absenteeism, and improved academic outcomes (CASEL, 2020).

Research shows that emotionally healthy students perform better academically and exhibit stronger social skills (Shoshani & Steinmetz, 2014). Conversely, schools that neglect emotional well-being often struggle with behavioral issues and lower achievement rates. In Buea, where students face additional stressors like poverty and conflict, addressing emotional well-being is even more critical for school effectiveness (Tambo, 2016).

Effective schools integrate emotional well-being into their daily operations through policies like anti-bullying initiatives and mental health support (Vostanis et al., 2013). However, many schools in resource-limited settings lack the infrastructure or training to implement these measures consistently. This gap underscores the need for research on how administrators in Buea can overcome these barriers to promote both emotional well-being and school success.

Background to the Study

Historically, the focus on emotional well-being in schools has grown significantly over the past few decades, particularly as mental health issues among students have become more recognized globally. Research shows that emotional well-being is closely linked to academic performance, social development, and long-term life success (Greenberg et al., 2003). Countries like the United States, the United Kingdom, and Australia have implemented programs such as Social and Emotional Learning (SEL) to address students’ emotional needs (CASEL, 2020). These initiatives highlight the importance of creating supportive school environments to foster emotional health.

In Africa, emotional well-being in schools has gained attention due to the unique challenges faced by students, such as poverty, conflict, and limited access to mental health resources (UNESCO, 2018). Countries like South Africa and Kenya have introduced policies to promote mental health in schools, but implementation remains inconsistent due to resource constraints (Mokwena & Ogina, 2019). Despite these efforts, emotional well-being is often overlooked in many African educational systems, with a greater focus on academic outcomes rather than holistic student development.

In Cameroon, emotional well-being in schools has not been a major focus until recently. The Ministry of Secondary Education has begun to emphasize the importance of mental health, but many schools lack the resources and training to address students’ emotional needs effectively (Tambo, 2016). In the Buea Municipality, socio-political tensions and economic challenges have further complicated efforts to support students’ emotional well-being (Nkengbeza, 2021). This study seeks to address these gaps by exploring how school administrators in Buea are managing emotional well-being and identifying ways to improve support for students.

Conceptually, this study is grounded in the relationship between school administrators’ management practices and students’ emotional well-being. Emotional well-being refers to the ability of students to manage their emotions, cope with stress, and maintain a positive mental state, which is crucial for their academic and personal development (WHO, 2021). School administrators play a critical role in fostering this well-being through their management practices, which include training, policy implementation, and the provision of support systems (Leithwood et al., 2020).

Training and professional development for administrators are essential for equipping them with the skills to address students’ emotional needs. Research shows that administrators who are trained in emotional intelligence and mental health strategies are better able to create supportive school environmen. Policy implementation, such as anti-bullying policies and mental health programs, ensures that schools have structured approaches to promoting emotional well-being (CASEL, 2020). Additionally, support systems like counselling services and peer support programs provide students with the resources they need to navigate emotional challenges (American Psychological Association, 2019).

In the context of the Buea Municipality, these practices are particularly important due to the unique socio-economic and cultural challenges faced by students. Studies have shown that schools in this region often struggle with limited resources and inadequate training for administrators, which hinders their ability to effectively manage emotional well-being.

Theoretically, the study would make use of the following theories, Emotional Intelligence Theory by Goleman, (1995), Transformational Leadership Theory by Bass & Avolio, (1994) and the Ecological Systems Theory by Bronfenbrenner, (1979).

Emotional Intelligence Theory, developed by Daniel Goleman, emphasizes the importance of recognizing, understanding, and managing emotions in oneself and others. Goleman argues that emotional intelligence is a critical skill for effective leadership and interpersonal relationships. This theory is relevant to the study because it highlights the role of school administrators in using emotional intelligence to create supportive environments for students. By understanding and addressing students’ emotional needs, administrators can foster emotional well-being.

Transformational Leadership Theory, proposed by Bass and Avolio, is another relevant theory which focuses on leaders who inspire and motivate others to achieve positive change. Transformational leaders are characterized by their ability to create a vision, build relationships, and empower others. This theory is relevant to the study because it provides a framework for understanding how school administrators can implement policies and practices that promote emotional well-being. By acting as transformational leaders, administrators can effectively implement policies that support students’ emotional health, which ties to the study’s objective of evaluating the effectiveness of school policies in promoting emotional well-being.

Ecological Systems Theory, developed by Urie Bronfenbrenner, examines how different environmental systems (e.g., family, school, community) influence an individual’s development. This theory emphasizes the interconnectedness of these systems and their impact on a person’s well-being. It is relevant to the study because it highlights the importance of considering the broader social and cultural context in which students live. School administrators must address not only the school environment but also the external factors affecting students’ emotional well-being.

Contextually, in recent years, the Cameroonian government, through the Ministry of Secondary Education, has emphasized the importance of addressing students’ emotional and psychological needs. However, implementation remains inconsistent, particularly in regions like Buea, where socio-political instability has disrupted educational activities (Tambo, 2016). Additionally, cultural stigmas surrounding mental health often prevent students from seeking help, further complicating efforts to support emotional well-being.

The emotional well-being of students is closely linked to their academic performance and overall development. Research has shown that emotionally healthy students are more likely to perform well academically, exhibit positive social behaviours, and develop resilience in the face of challenges. In the Buea Municipality, where socio-economic disparities and political instability add to the stressors faced by students, addressing emotional well-being is crucial for ensuring holistic development. Schools in this region must not only focus on academic achievement but also create environments that foster emotional resilience and mental health. This dual focus is essential for preparing students to navigate the challenges they face both in and out of school. Research shows that emotionally healthy students are more likely to perform well academically, exhibit positive social behaviours, and develop resilience (Greenberg et al., 2003).

Statement of the Problem

Emotional well-being is a critical part of students’ overall development and academic success. However, in the Buea Municipality, many students face challenges such as stress, anxiety, and socio-economic difficulties, which can negatively affect their emotional health. School administrators play a key role in managing these issues by creating supportive environments and implementing policies. Unfortunately, there is limited research on how administrators in this region are addressing emotional well-being, and many schools lack the resources or training to do so effectively. This raises concerns about whether students are receiving the support they need to thrive emotionally and academically.

On one hand, school administrators’ management practices—include strategies like training, policy implementation, and support systems. These practices are meant to improve students’ emotional well-being, the dependent variable. However, without proper research, it is unclear how effective these practices are or what specific challenges administrators face. This study aims to explore the connection between administrators’ management practices and students’ emotional well-being in the Buea Municipality.

Objectives of the Study

Main Objective

The objective of the study is to explore strategies employed by school administrators to manage emotional well-being in educational environments in Buea Municipality.

Specific Objectives

• 1. To assess the professional programs administrators have undertaken to support student emotional well-being.
• 2. To analyze internal policies put in place by administrators to promote emotional well-being among students.
• 3. To investigate available support systems put in place by school administrators to enhance student emotional well-being.

Read More: Education Project Topics with Materials