Competency-Based Approach and Teachers Performance in Primary Schools of Awae Sub Division, Centre Region of Cameroon

Ashu Lucy Etengeneng
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Ashu Lucy Etengeneng: University of Yaounde 1, Cameroon, Faculty of Education, Department of Curricula and Evaluation

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 4102-4126

Abstract: The study investigated the influence of the Competency-Based Approach on teachers’ performance. The problem under this study stems from the skills mismatch that exists in the implementation of CBA by teachers of primary schools in Awae. This study adopted a mixed research design. A sample size of 44 participants was administered questionnaires and 10 participants were interviewed. Quantitative data collected were analysed using SPSS version 25, which used a descriptive analysis of demographic elements and regression tests to test the hypothesis. From our results, Lesson preparation positively influences teacher performance in CBA. With a grand mean of 3.51 above the cutoff mean, respondents strongly agree with the statement. The regression results showed a significant positive relationship between Lesson preparation and teacher performance (t = 19.97, p

Date: 2025
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