https://gprjournals.org/journals/index.php/jlg <p><strong>Journal of Leadership and Governance</strong> (JLG) is an open access, fast track, and a peer reviewed journal published by GPR Journals to inspire knowledge sharing in how organizations are managed, administered and controlled. The scope of GJBS include, but are not limited to, Leadership Practices, Leadership Styles, Behavioral Based Leadership, Institutional Economics, Links between Management and Governance, Organizational Theory &amp; Behavior, Relational Governance, Organizational Decision-Making, etc. JLG is devoted to maintain its authenticity amongst scholars, advanced students, business practitioners, and readers seeking an update on current trends and future prospects in leadership and governance. Manuscripts submitted to this journal are published online and can be printed as hard copies upon author’ request. Papers can be submitted via email to <a href="mailto:journals@gprjournals.org" target="_blank" rel="noopener">journals@gprjournals.org</a> or <a href="https://gprjournals.org/online-submission/">online submission</a>.</p> Global Peer Reviewed Journals en-US Journal of Leadership and Governance 2958-3845 <p><em>The authors retain the copyright and grant this journal right of first publication. This license allows other people to freely share and adapt the work but must give appropriate credit, provide a link to the license, and indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.</em></p> https://gprjournals.org/journals/index.php/jlg/article/view/477 <p><strong>Aim: </strong>The study aimed to explore the administrative and pedagogical challenges encountered by secondary school principals during the Anglophone armed conflict and to examine the coping strategies they employed to address these challenges.</p> <p><strong>Methods: </strong>Using an exploratory convergent parallel nixed-method design, the study collected data simultaneously from 480 participants in conflict-affected secondary schools in the North West and South West region of Cameroon. semi-structured interviews were conducted with 10 purposively selected principals, vice principals, senior discipline masters and teachers and structured questionnaires administered to vice-principals, senior discipline masters (SDMs), and teachers. Purposive and snowball sampling ensured inclusion of participants with relevant experience in conflict-affected schools. Quantitative data were analyzed using descriptive statistics (means, standard deviations, frequencies, and percentages).</p> <p><strong>Results: </strong>Descriptive statistics showed that principals moderately employed administrative coping strategies to perform administrative functions, including adaptive leadership, prioritizing safety &amp; security over academics, and communication via alternative channels, achieved moderate effectiveness (M = 2.55, SD = 0.711). In contrast, coping strategies in the pedagogical domain covering emergency-responsive capacity building, adaptive instructional monitoring was more constrained (M = 2.36, SD = 0.718), reflecting disruptions caused by insecurity, school closures, and displacement. Thematic analysis of interviews showed principals’ reliance on improvisation, resilience, and reliance on strengthened school-community solidarity networks to sustain teaching and learning under extreme uncertainty.</p> <p><strong>Conclusion: </strong>Principal’s leadership during conflict prioritized survival and flexibility over formal management processes, while enabling continuity, limited overall school effectiveness.</p> <p><strong>Recommendation:</strong> The study recommends contextualized teacher resilience training, enhanced institutional support, and crisis-responsive leadership policies to strengthen school administration and instructional leadership in conflict-affected settings.</p> Amblesil Njekwei Peter Fon Titanji Emmanuel Shu Ngwa Copyright (c) 2026 Amblesil Njekwei, Peter Fon Titanji, Emmanuel Shu Ngwa https://creativecommons.org/licenses/by/4.0 2026-02-11 2026-02-11 5 1 14 34 10.58425/jlg.v5i1.477 https://gprjournals.org/journals/index.php/jlg/article/view/473 <p><strong>Aim: </strong>This study aims to develop an integrated conceptual model explaining the bidirectional relationship between self-efficacy and self-leadership development, addressing the gap in existing research where these constructs are often examined separately rather than interactively.</p> <p><strong>Methods: </strong>The study adopts a theory-building approach grounded in an integrative review of existing leadership and psychological literature. It synthesizes Bandura’s social cognitive theory with Ross’s self-leadership development model to construct the proposed conceptual framework.</p> <p><strong>Results: </strong>The resulting model identifies a reciprocal, circular relationship in which self-leadership behaviors strengthen self-efficacy beliefs, while self-efficacy enhances the initiation and persistence of self-leadership practices. The study demonstrates that the two constructs function as dynamically interdependent processes rather than isolated mechanisms.</p> <p><strong>Conclusion: </strong>The study makes a significant theoretical contribution by advancing leadership theory and reframing self-efficacy and self-leadership as mutually reinforcing constructs. It also offers new conceptual directions for understanding leadership development in decentralized contemporary work environments.</p> <p><strong>Recommendation: </strong>The findings recommend that leadership development programs intentionally integrate self-efficacy enhancement strategies alongside self-leadership training to maximize developmental outcomes and improve the effectiveness of training and development interventions.</p> B J Van den Berg Copyright (c) 2026 Jordy van den Berg https://creativecommons.org/licenses/by/4.0 2026-01-29 2026-01-29 5 1 1 13 10.58425/jlg.v5i1.473