This study reviewed literature from a comprehensive leadership development conference “Exploring Complexities and Paradoxes in Effective School and System Leadership in Cameroon. The paper, therefore, explored vividly the factors that reflect the ideas and experiences of school and system leadership development from both research and practice perspectives in Cameroon through documental analysis. Indispensable work is provided for those who wish to be up-to-date about hegemony is crucial for the study of school and educational system management and for global leadership politics though the concept is not widely contested in most developing countries like Cameroon and requires clarification. This study gives valuable new insights from recent research findings and the implications of educational policy in Cameroon as it relates to the development of school leaders. This study provides a bird’s eye view of assessment for effective leadership and draws special attention to the growing structural limitation of implementing ICT in school and the different Cameroon educational systems. The existing literature review clearly indicates that 360-degree feedback process is a significantly valuable tool for organizations, in assessing both teachers and education leaders’ performance appraisal and development purposes. These subtopics have in common an inbuilt tension between structure and agency; between the compounding centrifugal forces that seek to legitimate and institutionalise, and the internal persuasive discourse of every learner to their personal understanding of effective school and system leadership that best fit their context at a given time.
Effective School Leadership, System Leadership, Deconstructing Hegemony, Cameroon Educational Policies, Assessment for Effective Leadership, Implementing ICT in Schools, 360-Degree Feedback Tools
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