Teacher’s Professional Development and Internal Efficiency in Cameroon: A case study of Some Primary Schools in Nyong and Mfoumou Division
Bibliographic record
Abstract
This study examines the teacher’s professional development and internal efficiency in state primary schools in the Nyong and Mfoumou Division. The problem arises from a rippling fall in the internal efficiency in primary schools perceived in low input and poor quality of in-service training. Teachers’ interest is derelict during in-service training, they are not provided real-time ICT tools, and they lack curriculum knowledge and classroom leadership style. This study adopts the descriptive survey research design. The population was made up of primary school teachers in the division. Via a simple random sampling technique and the Krejcie and Morgan table, we employed a sample size of 115 participants. The data was collected using a close-ended questionnaire which was pre-tested and gave a coefficient value of .828. The information was analyzed via SPSS version 23.0. Both inferential and Descriptive statistics were used to analyze the data and the Spearman correlation index was used to test research hypotheses. The findings exhibited that poor teacher professional development in the division significantly impedes internal efficiency in the primary schools in the division. Based on the findings, we recommend that schools should organize professional training for teachers and the training should be focused on pedagogy, curriculum, and leadership.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".