Continuous professional development and teachers’ attitude towards curriculum change in selected secondary schools in Mfoundi-Division

Registration ID: IJNRD_224542

Published ID: IJNRD2407014

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CONSTANCE EBOT Agbor , Pr. Henri Rodrigue NJENGOUE NGAMALEU

Continuous professional development, teachers, teachers’ attitude, curriculum, curriculum change.

This study examined the relationship between continuous professional development and teachers’ attitudes towards curriculum change in selected secondary schools in the Mfoundi Division. The respondents were 493 secondary school teachers selected from Anglophone and Francophone public and private secondary schools in the Mfoundi Division, Centre Region of Cameroon. Data collection was conducted using a questionnaire on a five-point Likert scale. The sample was selected using simple random and purposive sampling techniques. Descriptive statistics, including frequency, percentages, mean, and standard deviation, were used to analyze the data. Three hypotheses were formulated based on the independent variable (continuous professional development) and tested using multiple regression to determine the extent to which continuous professional development influences teachers’ attitudes towards curriculum change. The regression results showed a significant positive relationship between pedagogic seminars and teacher attitudes towards curriculum change (t = 4.185, p < 0.000). Additionally, a significant positive relationship was found between pedagogical animation and teacher attitudes towards curriculum change (t = 3.609, p < 0.000), as well as between training in teaching techniques and teacher attitudes towards curriculum change (t = 2.936, p < 0.004). Adult learning theories (Knowles, 1984), Transformative Learning Theory (Mezirow, 2002), and Social Learning Theory (Bandura, 1997) were utilized. The study strongly recommends the development of more educational policies to create a shared vision among school practitioners, initiate industry-school partnerships, and provide good physical and technological infrastructure to deliver quality training to secondary school teachers.

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CONSTANCE EBOT Agbor & Pr. Henri Rodrigue NJENGOUE NGAMALEU (July-2024). Continuous professional development and teachers’ attitude towards curriculum change in selected secondary schools in Mfoundi-Division. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(7), a140-a152. https://ijnrd.org/papers/IJNRD2407014.pdf

Volume 9 Issue 7, July-2024

Pages : a140-a152

Paper Reg. ID: IJNRD_224542

Published Paper Id: IJNRD2407014

Downloads: 000121998

Research Area: Engineering

Country: -, -, India

Published Paper PDF: https://ijnrd.org/papers/IJNRD2407014.pdf

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Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

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