Tertium Comparationis: Issue 1/2025, 31. Volume Professional leadership and professional learning community for peace education in Cameroon

The increasing incidence of socio-political crises in countries of sub-Saharan Africa, with Cameroon as a case in point, is illustrative of deficiencies in the quality of education systems. The implementation of professional leadership and professional learning community can represent a transformational instrument for educational institutions. This paper presents the findings of two qualitative case studies conducted in the Cameroonian education system. The research is situated within post-colonial discourses on education. The case studies reveal that principals’ and teachers’ understandings of the theoretical and practical aspects of professional leadership and learning community is inadequate because of colonial legacies in education and challenging working conditions. This hinders their capacity to fully leverage these concepts for peace education. However, some schools are creating favorable learning environments through the implementation of context-specific solutions that can enrich the global discourse on education by providing critical insights from the South perspective on concepts from the North thus provide pathways for mutually beneficial change processes.

Keywords
Professional leadership, professional learning community, PLC, quality education, peaceeducation