Teacher’s Professional Development and Internal Efficiency in Cameroon: A case study of Some Primary Schools in Nyong and Mfoumou Division


  • Fossimock Blaise Tendongmoh University of Yaounde, Cameroon
  • Zencha Ayeseh Didimus University of Quebec at Chicoutimi, Canada




Teachers, Professional Development, School Efficiency


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.


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How to Cite

Tendongmoh, F. B., & Didimus, Z. A. (2023). Teacher’s Professional Development and Internal Efficiency in Cameroon: A case study of Some Primary Schools in Nyong and Mfoumou Division. Canadian Journal of Educational and Social Studies, 3(3), 10–25. https://doi.org/10.53103/cjess.v3i3.140