This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers’ productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals’ communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals’ strategies have a direct relationship with teachers’ productivity. Therefore, there is a possible correlation between principals’ leadership and management strategies, teachers’ productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers’ effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.
This study examines skills acquisition and labour market opportunities for graduates of public universities in Cameroon. Four research objectives and one hypothesis guided the study which examined the extent to which social, technical, conceptual and entrepreneurial skills acquired by graduates enhance their employability. The population of the study consisted of 79 graduates with bachelor’s degree, including 29 employers. Statistical Package for the Social Sciences (SPSS 2.3) was used to analyse the quantitative data. The quantitative data were analysed using frequency count and percentages while the qualitative data were analysed using a thematic approach with the aid of key concepts/themes, groundings and sampled quotation. The Spearman’s rho test was adopted for the study in testing the hypothesis. Results reveal a significant relationship between skills acquisition and labour market opportunities for graduates (P<0.05). The positive sign of the coefficient value for each of the skills to labour market opportunities (social skills .132*, technical skills .241*, conceptual skills .241*, entrepreneurial skills .393**) shows a positive correlation with labour market opportunities; that is, graduates stand a better chance to be employed when they possess the above-mentioned skills with entrepreneurial skills contributing more, followed by conceptual and technical skills with higher correlation values and lastly social skills. It was recommended that HE institutions should design competency-based curriculum for all programmes to enable graduates acquire the relevant skills. A closer engagement of universities and employers is recommended for better skills productivity.
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