CLASSROOM VISITATIONS BY INSTRUCTIONAL SUPERVISORS AND TEACHERS’ EFFECTIVENESS IN THE IMPLEMENTATION OF THE COMPETENCY BASED APPROACH IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON

Аннотация

INTRODUCTION Oyedeji, 2012). The relationship between The implementation of the competency-based classroom visitations by instructional supervisors approach (CBA) in secondary schools has been a and teachers' effectiveness in implementing the significant educational reform in Cameroon in CBA is an important area of research. Studies have recent years (MINSEC, 2014). Effective shown that instructional supervision, when instructional supervision is crucial in supporting conducted effectively, can positively influence teachers' successful implementation of the CBA teachers' pedagogical practices and student (Akpa, 1987; Peretomode, 2001). One key aspect of learning outcomes (Borich, 2008; Danielson, instructional supervision is the practice of 2013). However, the impact of classroom classroom visitations, where supervisors observe visitations on teachers' CBA implementation in the and provide feedback to teachers (Akum, 2017; specific context of secondary schools in the https://www.theamericanjournals.com/index.php/tajssei 58 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X) VOLUME 06 ISSUE08 Southwest Region of Cameroon is not well- instructional supervision develops among documented. teachers, good perceptions and positive attitudes towards the practice (Choy, 2011). According to The Competency Based Approach (CBA) has Oyedeji (2012) the functions of school supervisors gained grounds in the academic world for more for effective supervision includes: making than a decade now. In fact, nowadays the purpose classroom visits, supervising Heads of of teaching is no longer to transmit knowledge and Departments, and teachers by checking their or apply isolated know-how. It is rather mandatory scheme of work and lesson notes, checking that learners are confronted with problem teachers’ classroom attendance, checking situations which they need to solve. Through this absenteeism and rewarding hardworking teachers approach the learner will not only acquire and punishing indolent ones by assigning knowledge but also use it in a meaningful way in administrative duties to them as a means of various situations of life, work and family, social encouraging them to do the right things at the right and even professional situations. According to time, all of which enhance the implementation of Wiysahnyuy (2021), CBA has brought about educational plans. Instructional supervision profound changes in teaching practices as the according to Olorunfemi (2008) and Okobia teacher becomes a true mediator between the (2015) is a helping relationship whereby the learner and the knowledge. In order to achieve this supervisor guides and assists the teachers to meet competence objective, secondary schools in the set targets. Instructional supervision can Cameroon chose, after the experience of programs enhance and reinforce teaching practices, identify by content and objective, to follow the path of the areas where the teacher is limited and provide CBA. This switch is important, yet it raises a crucial help. The CBA is a different approach from what concern on whether or not teachers are equipped obtained before and for it to be effectively to adjust to the demands of the new dispensation implemented there is need for instructional because many teachers seem to be sticking to their supervision. Investigating this relationship is old ways of teaching which may limit their crucial, as the competency-based approach acquisition of the desired skills as students do not represents a significant shift in teaching and seem to be acquiring the expected skills. In other learning, and teachers' successful implementation words, the implementation of the CBA does not of the CBA is essential for its ultimate success seem to be effective, as secondary school’s leavers (République du Cameroun, 2007; MINSEC, 2014). do not seem to have acquired skills that positively Furthermore, understanding the role of transform their lives and contribute to societal instructional supervision, particularly classroom development. visitations, can inform policies and practices that One reason that may account for this trend maybe support teachers in effectively implementing the inadequacy in the process of instructional CBA in the region. supervision. As cited in Tyagi (2010), instructional Context and Justification of Study supervision provides guidance, support and empowerment of teachers for their professional Contextually, The Sector Wide Approach Draft development in the teaching-learning process. document (2005) states that the key is to Supervision provides teachers the support, strengthen teacher quality as part of a knowledge and skills that enable them to succeed comprehensive strategy towards efforts aimed at in implementing policy. Moreover, the quality of improving the quality of educational services this https://www.theamericanjournals.com/index.php/tajssei 59 THE USA JOURNALS THE AMERICAN JOURNAL OF SOCIAL SCI