Abstract

The quantitative study the made used of the descriptive survey research design was aimed at examining the extent to which teacher quality affects student self-development in Buea Sub-Division. To achieve this goal four research questions which were later translated into research hypotheses and which included; To what extent do teacher qualification influences students’ self-development in Buea Sub Division? How do teachers’ attitude influence student’s self-development in Buea Sub Division? In what ways do teacher practices influence student self-development in Buea Sub Division? And to what extent does teacher effectiveness influence student’s self-development in Buea Sub Division? were formulated to guide and direct the study. The quantitative study that utilized a sample of 250 students and 60 teachers selected from six (6) schools (2 publics, 2 confessionals and 2 lay-private) within the schools in Buea Municipality. The data that was collected through the use of an open ended questionnaire and a modified Likert scale of four response options were subjected to both quantitative and qualitative analyses using Statistical Package of Social Sciences (SPSS). The findings of the analyzed data revealed that to an extent, teacher quality affects student self-development in Buea Sub-Division. It was revealed for research question one that there was no significant relationship between teacher qualification and students’ self-development. However, this relationship was not significant (P>0.05). The hypothesis here stated was then accepted, for research question two It was statistically obvious that teachers’ attitudes influence students’ self-development. The nature of the correlational output (R=0.823; P=0.000) indicates that the more positive teachers’ attitude is perceived, the better the students’ self-development, and this influence was significant (P<0.05). The null hypothesis here stated was rejected while the alternative retained. For research question three it was statistically proven that there was a significant relationship between teacher’s practices and students’ development. The nature of the correlational output (R=0.937; P=0.000) indicates that the more positive teachers’ practices are perceived, the better the students’ self-development, and this influence was significant (P<0.05). The hypothesis here stated was rejected while the alternative was retained. Also, for research question four it was statistically obvious that teachers’ effectiveness influences students’ development. The nature of the correlational output (R=0.801; P=0.000) indicated that the more positive teachers’ effectiveness is perceived, the better the students’ self-development, and this influence was significant (P<0.05). The hypothesis here stated was rejected. It was therefore generally concluded that, there is a relationship between teacher quality and student self-development in Buea Sub-Division. From the findings it was recommended that schools should provide in-service training and workshops to teacher so that they can be equipped with the various skills needed to transform thinking capacities of the learners as far as their self-development is concerned. Also, since the success of any program relies heavily on the teachers, teachers should switch from traditional teaching methods or strategies to teaching methods that do promote skills such as discovery learning, cooperative learning, project base learning, role play and others. All stake holders in education should be adequately enlightened through workshops, seminars and conferences on the need to emphasize on choices students make. Specific objectives for all syllabuses or cause outlines should specify various subjects or series necessary for self as well as career development.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

Teacher quality has been consistently identified as the most important school based factor in student self-development (Mccaffrey, Lockwood, Koretz, 2003), and teacher effects on student learning have been found to be cumulative and long-lasting. Kan, (1998), Mccaffrey et al (2003), maintain that teacher quality is viewed as one of the most important inputs in an education production function, and there is a broad consensus that academic achievement of students can be raised if the teacher quality improves. Myra and Miller, (2002) is of the opinion that teacher quality is all about the different talents the teacher possesses and in the social processes of teaching and learning, the teacher quality is of great importance in student self-development, be it intellectual, cognitive, Psychomotor or affective domain. Furthermore, (Martyn, Shank and upward 2004) acknowledged that promoting teacher quality is a key element in improving primary and secondary education in Cameroon.

Goe, (2007) maintains that the major areas in which teacher quality can be ascertained are in teacher qualification, teacher’s attitude, teacher practices and teacher effectiveness. Thus chapter one presents the background of the study, statement of the problem, purpose of the study, justification of the study and significance. It’s concluded by the scope and delimitation of the study and the operational definition of key terms used in the study.

1.1 Background to the Study

Teacher quality has always been an indicator of students’ self-development since the creation of schools (Goe, 2007), thus during the training process, there is the emphasis on teacher quality which brings out good performance. Self-development of students greatly depends on the teacher quality. Goe’s (2007) examination of teacher quality focuses on four categories of teacher’s quality which are teacher qualification, teacher’s attitude, teacher practices and teacher effectiveness that are most likely to improve student learning.

Historically, the government of Cameroon is progressively transforming teacher education so that it responds to providing an education for sustainable development. Transformative teacher education presupposes the preparation of teachers, who can in their practices ensure transformative learning, where teachers and learner, learner and learner are co-constructors of knowledge (Tchombe,2000). Education during the colonial era had its specific mission of evangelization and colonialism and teachers were trained to respond to that mission. Today, there are new expectations for education where the focus is on having teachers be visionary leaders to ensure sustainable education. (Tchombe,2000)

According to Tchombe, (2000), schools in Cameroon during the pre-colonial and colonial eras were responding only to the needs of evangelization and colonialism rather than education for national development. By the 19th century therefore, the earliest kind of teacher education appeared in the training of men to teach the doctrines of various religions. Alfred Saker, (1885) and the Roman Catholic Mission (1907) respectively provided such training in Douala. In these early days in French Cameroon, teacher education was carried out in the senior primary school in Yaounde, which trained elementary school teachers. Early attempts to provide teacher education were by private endeavor the first training college in Foulassi, was opened in 1925 near Sangmelima in the present Dja and Lobo Division by the Presbyterian American Mission with the objectives to train teachers for the primary schools and for evangelization. The duration for the training was two and half years with one year spent for pedagogical activities and the rest for content, general culture and the bible. With a high demand for teachers, professional regional schools were opened in Ebolowa, Dschang, Ngaoundere, Garoua and maroua with an autonomous professional training center in Douala (Fonkeng 2007). From the aforementioned during this early beginning, the aims of teacher education and training were limited, reflecting the narrow aims of schools for which they were trained. Schools were to provide basic skills in the 3Rs (reading, writing and arithmetic) and other useful information. Since the colonial masters’ main objective was to spread their culture and civilization, teaching methods encouraged lacked a scientific base, and this had implications for all training and teaching endeavors.

In the British part of Cameroon, the first school for the training of teachers was opened in Victoria in 1922 but was later moved to Buea. Successful Grade III teachers taught for a year and quality for admission into a two-year higher elementary training course (Grade II). Further growth of teacher education was the institution of the Grade II course in Cameroon in 1945 at the Government teacher training college (G. T. T. C) Kumba. From then onwards, more training colleges were open by both state and private initiatives for the training of grade III, Grade II and even Grade I teachers. The curriculum included courses for the professional development of the teacher’s primary school subjects and subjects for specialist teacher such as manual arts, rural sciences and home economics. Grade I certificates were also awarded to candidates who after their courses obtained both “O” and “A” level papers in the general Certificate of Education examination. More transformation in teacher education was precipitated in the 1960s with the clearing off of pupil teachers from the field. This way to ensure quality and also maintain job security for existing trained teachers.

The state maintains significant control over teacher education by running national examinations for entry to initial teacher education programs and for graduation from the program as a qualified and certificated teacher, thus enhancing teacher quality. Government policy since the year 2003 suggests a desire to balance the expedient accreditation of teachers for government schools with promoting learning that prepares teachers well for their further profession (Tambo, 2002, Ndongko and Nyamnjoh, 2000). A proper development and practice of teacher education in any country, therefore contributes in determining teacher quality in the teaching and learning process. That is, the quality of skills demonstrated by teachers are largely dependent on the training they pass through and this has a great influence on the self-development of the student they teach.

Theoretically, different scholars have been used to guide this study such as self-efficacy theory by Albert Bandura (1997), John Dewey (1859-1952) theory on experiential and interactive learning, Carl Rogers (1902-1987) humanistic theory.

1.2 Statement of the Problem

From the experiences of the researcher, and those of others, it has been realize that most teachers in the Cameroonian context especially in the Buea Municipality exhibit poor teacher quality that go a long way to hinder normative student self-development. These teacher manifest physical and verbal aggression on students, downgrade their personality through frequent insults and make them to look worthless and discouraged. Some of these teachers hardly master their subject content and find it difficult to use teaching methods that would facilitate proper assimilation of the content by the students. These poor teacher quality make students of this municipality to lack confidence, develop low self-esteem, low self-efficiency and external locust of control, a negative self-concept and a discouraged attitude towards education.

A lot of research has been done on teacher quality but its relationship to student self-development has been undermined. It was against this setback that the researcher sought to investigate “the effect of teacher quality on student self-development in Buea Municipality”.

1.3 Objectives of the Study

1.3.1 General Objectives

The study is aimed at examining the extent to which teacher quality affects student self-development in Buea Sub-Division.

1.3.2 Specific Objectives

Specifically, the study was aimed at:

1. Finding out the extent to which teacher qualification influences students self-development in Buea Sub Division
2. Investigating the extent to which teachers’ attitude influence student’s self-development in Buea Sub Division
3. Finding out the extent to which teacher practices influence students self-development in Buea Sub Division
4. Investigating the extent to which teachers’ effectiveness influences students’ self-development in Buea Sub Division.