The Relationship between Competence-Based Approach and Administrative Processes in Public Primary Schools in the English-Speaking Sub-System of Education in Cameroon
DOI:
https://doi.org/10.51699/mjssh.v2i9.715Keywords:
Competence Based Approach, Administrative Processes, Public Primary Schools, English-Speaking Sub-System, EducationAbstract
The study sought to verify the relationship between competence-based approach and administrative processes in public primary schools in Cameroon. The mixed methods of quantitative and qualitative approaches with the cross-sectional/correlational survey designs and case study design to make up for the triangulation of data collection. A questionnaire and a semi-structured interview guide were used to gather data. The accessible population was 915 head teachers and 5004 teachers. The multi-stage sampling procedures were used to select a sample size of 300 teachers. The purposive and expert sampling techniques were used to select 10 head teachers for the interview. The instruments were validated with content validity index (CVI) of 0.75 and reliability Cronbach’s coefficient of 0.805 for the questionnaire. Meanwhile, the interview was trial-tested with two head teachers Data from questionnaire were analyzed through descriptive statistics of observed frequencies, percentages, sum, mean scores and standard deviations. Data from the interview were analyzed thematically to corroborate the findings from the questionnaire. Hypotheses were analyzed using Pearson Product-Moment Correlation. It was found that Based Approach has a significant linear relationship with head teachers’ administrative processes (= 3.16 ± 0.49), rxy = .198** and Project Based Approach has a weak linear relationship with head teachers’ administrative processes (= 3.11 ± 0.50), rxy = .044. Hence, the study recommends that the Ministry of Basic Education, as well as other educational bodies should develop strategic plans on periodic sustainable capacity building workshops/seminars for teachers and head teachers on these NPA to enable them to be able to adapt in and innovating their instruction in the classrooms.
References
Achankeng, R. A. (2014). Educational policy and comparative education for teacher training colleges of Cameroon. Patron Publishers.
Alalade, G. M. (2017). The pedagogy of architectural structures in selected universities in southwest, doctoral dissertation. Covenant University press.
Amin, M. E. (2005). Social science research: conception, methodology and analysis. Makerere University Printers.
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Sage Press.
Djamarah, S. B. (2006). Learning performance and teachers’ competency. Usaha Nasional.
Fonkeng, E. G. & Tamajong, V. E. (2009). Secondary school administration and principalship. Press Universitaire d’Afrique.
Fonkeng, E. G. (2005). The History of education in Cameroon, 1844-2004. Meryland printers.
Fullan, M. (2001). The new meaning of educational change (2nd edition). Teachers College Press.
Fullan, M. (2003). The new meaning of educational change (3rd edition). Teacher Press.
Fullan, M. (2007). The new meaning of educational change (4th Edition). Teacher Press.
Jaiyeoba, A.O. (2006). School administration and supervision educational management: thoughts and practice. Codat Publications.
Likert, R. (1961). New patterns of management. McGraw-Hill.
Mbua F. N. (2003). Educational administration: theory and practice. Design house.
MINEDUB (2018). The new curriculum for primary schools of English- speaking sub-system level. National Printing Press.
MINEDUC (2001). Education project 11: Compensatory teaching. National Printing Press.
MINEDUC (2002). The teacher’s manual on the teaching of the English Language in the English primary schools in Cameroon. National Printing Press.
MINEDUC. (2003). Curriculum based on the development of competence. National Printing Press.
Morgan, G. (2007) Images of Organization. Sage Press.
NERDC. (2008). Federal ministry of education teachers’ handbook for the 9-year basic education curriculum. NERDC Printing Press.
Nkeng, P. N. & Mambeh, C. T. (2013). Curriculum development, supervision and evaluation. Dynasty Printers.
Radhakrishna, R. B. (2007). Tips for developing and testing questionnaires/instruments. Extension Journal, Tools of the Trade 45(1), 12-14.
Ranjit, K. (2016). Research methodology: a step-by-step guide for beginners (4thed). SAGE Publications Ltd.
Republic of Cameroon (1996): The constitution of Cameroon. National Printing Press.
Republic of Cameroon (1998). Law No. 1998/004 of April 1998 lay down guidelines for basic, secondary and teacher education. Presidency of the Republic.
Republic of Cameroon (2009). Growth and employment strategy paper. National Printing Press.
Republic of Cameroon (2015). Sustainable development goals. National Printing Press.
Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press.
Tambo. L. I. (2003). Cameroon national education policy since 1995 forum, Design House.
Tambo. L. I. (2012) Principles and methods of teaching. ANUCAM Publishers.
Tchombe, T. M. (2019), Psychological parameter in teaching: An Africentric perspective to learning as a process for cognitive enrichment. Design House.
