Recruitment and Selection and Its Impact on Teachers’ Effectiveness in Public Anglo Saxons Higher Education Institutions of Cameroon

Аннотация

The main purpose of this study was to investigate the impact of recruitment and selection on teachers’ effectiveness in public Anglo-Saxons higher education institutions of Cameroon. With lone objective to examine the relationship between recruitment and selection and teachers’ effectiveness in public Anglo- Saxon higher education institutions in Cameroon.The survey research design using the mixed methods was chosen for the study. The population of the study is comprised of all the staff and administrators in the universities of Buea and Bamenda, which are the two Anglo-Saxon state universities in Cameroon.The target population of the study consists of full-time lecturers irrespective of their faculties and departments in the University of Buea and Bamenda with an accessible population of 456 academic staff and administrators selected from six faculties in the Universities of Buea, and four faculties from the University of Bamenda. Thesample size consists of 436 lecturers with 20 administratorsgiving a total sample size of 456 participants. The four-point Likert scale response option questionnaires were used for data collection from lecturers, while the instruments for administrators were structured interview. Data from the questionnaires was analysed using SPSS 23.0, with the aid of descriptive and The American Journal of Social Science and Education Innovations 16 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations inferential statistical tools while the interview education institutions in Cameroon, the effectiveness of wasanalysed thematically. The Spearman’s rho was teachers is not only crucial for academic performance used to test the lone research hypotheses formulated but also for fostering a conducive learning environment in the study.Findings showed that descriptively, 91.7% that promotes critical thinking and lifelong learning.The of lecturers indicated that reward system influences recruitment and selection processes play a pivotal role teacher’s effectiveness in public Anglo-Saxons higher in ensuring that educational institutions attract and education institution of Cameroon while 8.3% said retain high-quality teaching staff. Research by Ingersoll reward system does not influence teacher’s (2001) emphasizes that effective recruitment strategies effectiveness. Among the participants that reiterate are linked to improved teacher quality, which reward system influences teacher’s effectiveness, subsequently enhances student learning experiences. In many said individual lecturers are publicly recognized Cameroon, the challenge of attracting qualified for brilliant work output, gifts are often given to academic staff is compounded by various factors, outstanding lecturers, lecturers are often given including low salaries, limited resources, and the incentives, only hard-working lecturers are promoted competitive nature of the job market. As such, to higher heights, there is equity and fairness in the institutions must adopt comprehensive recruitment reward of lecturers, teacher’s output at work is policies that align with institutional goals and the needs rewarded accordingly. Which help them to Stay focus, of the educational community. perform better and motivate lecturers. And many of Moreover, the impact of recruitment and selection on the administrators’ said lecturers are satisfied with the teachers' effectiveness is further underscored by the reward system in the faculty. Finally, the hypothetical need for diversity and inclusivity in educational settings. statistics showed that there is a significant, positive According to Darling-Hammond (2000), a diverse and week reward system and teachers’ effectiveness in teaching workforce can better address the varied public Anglo-Saxons higher education of Cameroon (R- learning needs of students and contribute to a richer value 0. .003, p-value < 0.946 < 0.05). The positive sign educational experience. In public Anglo-Saxon higher of the correlation value implies that reward system will education institutions in Cameroon, understanding the contribute to the enhancement of teachers’ dynamics of recruitment and selection is vital for effectiveness in public Anglo-Saxons higher education enhancing teachers' effectiveness and ultimately of Cameroon. Thus, the null hypothesis was rejected improving student outcomes, thereby contributing to while the alternative that states there is a significant the overall advancement of the educational sector in relationship between reward system and teachers’ the country. Inesence, in an ideal educational effectiveness in public Anglo-Saxons higher education landscape, the recruitment and selection of teachers in of Cameroon was accepted.In this regard the public Anglo-Saxon higher education institutions in researcher generally recommended that institutions Cameroon would ensure that the most qualified and should priorities the recruitment processes to enha