Effects of continuous professional development on teachers’ effectiveness in public primary schools in Yaounde municipality

Abstract

The purpose of this research was to examine the effects of continuous professional development on teachers’ effectiveness in public primary schools in Yaounde municipality. The study adopted the descriptive survey design using frequency, percentage, mean ` and standard deviation. Data was collected using a Likert scale questionnaire administer to two hundred primary school teachers in the Yaoundé municipality. The finding reveals that pedagogic seminars influence teachers’ effectiveness with a mean of 1.56, collaborative teaching influences teachers’ effectiveness with a mean of 2.094, coaching influences teachers’ effectiveness with a mean of 1.84, and pedagogic supervision influences teachers’ effectiveness with a mean of 1.614. The hypotheses also confirm that there was a significant relation between continuous professional development and teachers' effectiveness using a simple linear regression test on SPSS version 25.