TEACHING STRATEGIES AND EFFECTIVENESS OF TEACHERS STUDY OF SOME SELECTED SCHOOLS IN THE MUNICIPALITY OF YAOUNDE
Abstract
This study looks into teaching practices for increasing the effectiveness/productivity of secondary school teachers in Yaounde municipality’s selected government secondary schools. The study was led by three research questions and hypotheses. A questionnaire was utilized to collect data from 350 teachers chosen from a population of 1400 teachers in Yaounde municipality’s government secondary schools.
Teachers for the study were chosen using a multi-stage sampling approach. The findings revealed that teaching styles had an impact on the productivity/effectiveness of instructors in government secondary schools. It was also demonstrated that teaching styles improve academic performance.
As a result, there may be a link between these tactics, teacher productivity, and school effectiveness. Furthermore, strong teamwork among instructors is required for teachers’ efficacy. To increase teacher productivity, principals should implement measures that encourage effective communication, conflict resolution, incentive, and monitoring.
CHAPITRE ONE
INTRODUCTION
Secondary education is at the top of the educational pyramid. While it accepts elementary school graduates, it also prepares pupils for admission to higher education schools. This gives secondary education meaning. Low productivity in secondary school, as represented in student output such as skills acquired, repetition, and dropout, among other things, has a negative impact on society and students.
For example, school dropout at this level limits students’ future chances and constitutes a considerable drain on governments’ limited resources for secondary education supply. According to UNESCO (1984), as reported in Mutua (2014), school dropouts are the most likely candidates for unemployment, and secondary school dropouts are generally the most disadvantaged in labor markets.
Their educational expectations are high since they are educated. They are frequently dissatisfied with traditional employment or subsistence-level output. Furthermore, family members expect them to work for a salary in order to recoup the family’s investment. While successful leavers face problems in finding work, these dropouts face an even more difficult struggle. Dropout is not only an economic and educational issue, but also a social and political one (Mutua, 2014).
The ability of top management or its manager to motivate the workforce is critical to the efficient and effective operation of any firm. The principal is the head of the school in secondary education in Cameroon and other parts of the world, and how the principal fulfills his/her tasks and functions is critical in enhancing the teaching and learning environment for teachers to be productive.
Principals are the primary administrators of staff and students who are at the heart of educational productivity; teachers are at the heart of the teaching-learning process, and students are the primary stakeholders in education because their performance informs the educational community about how the school is performing. As a result, if teachers are not
Students will not be productive. According to Nwosu (2017), teachers are undoubtedly the most crucial group of professionals for our nation’s future. The school system will be debilitated if teachers are not available. Because of the rising importance placed on teacher job performance, it is critical to determine the elements that influence teacher job success. Based on the foregoing assumption, this study seeks to investigate techniques that principals can employ to increase teacher productivity as a result of their position.
Principals, as the leaders of educational institutions, are responsible for implementing educational policies; teachers, on the other hand, are the primary actors in achieving educational aims and objectives. According to Fagbamiye (2004), the principal is primarily an organizer and implementer of plans, policies, and programs designed to achieve specified educational goals. His administrative responsibilities include supervising teachers and pupils in an environment that promotes optimal learning development.
Teachers are crucial in achieving educational goals and objectives since their efficacy impacts students’ output. This is further supported by Section 37(1) of Law No. 98/004 of 14th April 1998 establishing educational principles in Cameroon, which specifies that “the teacher will be the principal guarantee of quality education.” Though there are other elements that influence teachers’ productivity, administrators as secondary school heads play a critical role in teachers’ work performance.
Even though educational administrators in Cameroon do not have official training at the moment, appointment into administrative roles is based on teaching experience and output after obtaining formal training in the higher teachers ‘ college. This suggests a lack of conceptual skills in educational administration and management, which causes a vacuum in efficient secondary school management and administration.
To begin addressing the difficulties connected with teacher productivity, certain questions could be posed. Does the employment of motivating tactics by the principal increase teacher productivity? Do the principal’s supervising tactics increase teacher productivity?
Do school-related conflict resolution practices increase instructors’ productivity? Do the principal’s communication tactics increase teacher productivity? The purpose of this paper is to investigate if the use of motivational, supervisory, conflict management, and communication tactics by principals increases teacher productivity.
Teachers, as one of the most important stakeholders in education, must manage both students and knowledge, monitor students’ development, and provide guidance services under the principal’s guidance and supervision (Onuma, 2016).
As a result, school leaders’ provision of management support techniques is critical for teachers’ performance in developing suitably motivated and effective teachers (ibid). Lemos, Muralidharan, and Scur (2017) established a link between management practices and school productivity, whereas Price and Moolenaur (2015) claim that principals rely heavily on their teachers to achieve school goals since teachers serve as the link between administration and the classroom.
Productivity, on the other hand, is regarded as one of the most important variables influencing an educational institution’s competitiveness. According to Koss and Lewis (1993), many educators who make judgments about enhancing instructional efficiency on a daily basis do not know how to answer the question, “What do we actually mean by productivity?”
So far, the term productivity appears to be rather simple to grasp; nonetheless, there are numerous implications that have created considerable consternation. A common blunder is to utilize productivity measurements of production, which refer to the quantity of a product or service produced.
Productivity is defined as the amount of goods and services produced per worker in a given year. High productivity results from the right leaders establishing the ideal environment for employees to grow in their abilities, knowledge, and sense of empowerment. To increase teacher productivity, visionary leaders must be trained to be more goal-oriented and focused on results, as well as have a clear vision of where they want to take the community or business.
Amadi (1991) argued that one example of a productivity ratio is kilometers driven per gallon of gasoline, where gasoline is the input and kilometers traveled are the output. The input measure of petrol, on the other hand, is not utilized to determine the efficiency of the car’s performance. In the computation of the input index, relevant parameters like as speed, traffic flow, engine efficiency, and fuel efficiency are all equally important.
As a result, the output measure of kilometers driven becomes a gauge of the effectiveness of the outcome obtained. Smith (2017) classified labor into two types: productive and unproductive labor. Smith defined productive labor as any work that fixed itself in a concrete thing.
Unproductive labor was defined as any activity in which the value was consumed as soon as it was created. Smith contrasted the tasks of a servant with those of laborers in a manufacturing facility (productive labour) (unproductive work).
Statement of the Issue
Following reports of poor teacher performance in secondary schools in the study area, the researcher was inspired to begin this experiment. For years, instructors’ productivity has been declining, resulting in low student performance in external assessments throughout the year. The purpose of this study was to look into teaching strategies and instructor effectiveness. Case study of several selected schools in Yaounde municipality with the goal of proposing remedies to the problem.
The Study’s Purpose
The purpose of this study was to look into teaching strategies and instructor effectiveness. A case study of certain selected schools in the municipality of Yaounde. The study specifically wanted to;
investigate the effects of teaching techniques on teacher performance in Yaounde municipality secondary schools
investigate the effect of teaching styles on teacher productivity
investigate the impact of instructional styles on students’ academic performance in Yaounde municipality Area post primary schools
The Study’s Importance
The study’s findings will assist parents, students, and the Ministry of Education. Increased recruitment of experienced and professional instructors into the teaching profession will increase the likelihood of high productivity in government and the classroom.
As a result, if the Ministry of Education takes the recommended method based on the study’s findings, they will be more productive. The management will be directed on what the teachers should do to increase production in the system. Teachers will have a greater impact on their pupils’ knowledge.
Students will profit from gaining information and performing better in their exams. Parents will be pleased to see their words performing admirably and their money not being squandered. The society will have highly intellectual people who will contribute to the nation’s growth.
Research Issues
The following research questions were utilized to drive the investigation.
What effect do teaching strategies have on teacher effectiveness in Yaounde municipality secondary schools?
What effect do instructional strategies have on teacher productivity?
What effect do teaching styles have on pupils’ academic achievement in Yaounde municipality Area post-primary schools?
The study’s hypothesis
Ho1; teaching styles had no substantial impact on teacher effectiveness in Yaounde municipality secondary schools.
Ho2: teaching practices have no discernible effect on teacher productivity.
Ho3: teaching styles have no substantial impact on pupils’ academic achievement in Yaounde municipality Area post primary schools.
The Study’s Scope
The study will concentrate on measures for increasing teacher productivity in the Yaounde municipality area.
Do You Have New or Fresh Topic? Send Us Your Topic
TEACHING STRATEGIES AND EFFECTIVENESS OF TEACHERS STUDY OF SOME SELECTED SCHOOLS IN THE MUNICIPALITY OF YAOUNDE