PRINCIPALS’ INNOVATIVE PLANNING PRACTICES AND TEACHERS’ COMPETENCE IN TEACHER TRAINING COLLEGES IN THE EAST REGION OF CAMEROON

نویسندگان

  • Amombi Delphine Amana Faculty of Arts, Letters and Human Science, University of Bertoua, Cameroon

DOI:

https://doi.org/10.46827/ejes.v13i5.6744

کلمات کلیدی:

innovative planning, school leadership, teachers’ competence, instructional leadership, teacher training colleges, Cameroon

چکیده

Teachers’ competence remains a decisive factor in educational quality, particularly in teacher education institutions responsible for preparing future primary school teachers. This study examined the influence of principals’ innovative planning practices on teachers’ competence in Teacher Training Colleges in the East Region of Cameroon. It focused on three issues: the innovative planning practices used by principals, the strategies employed to implement innovation, and the ways principals addressed the challenges encountered during implementation. The study was anchored in Transformational Leadership Theory and Instructional Leadership Theory, both of which position school leadership as a key driver of teacher development, instructional improvement, and school effectiveness. A qualitative descriptive design was adopted. Data were collected from 16 informants across four Teacher Training Colleges through semi-structured interviews, observation, and document analysis. The data were analysed inductively, and key response patterns were summarised using descriptive tables. The findings showed that principals used adaptive, inclusive, and techno-driven planning practices, although implementation varied substantially across colleges. Techno-driven planning was strongest in the institution with better digital infrastructure, while inclusive planning remained the weakest dimension. Principals relied mainly on persuasion, dialogue, monitoring, and practical support to implement innovation. The study concludes that innovative planning can strengthen teachers’ competence, but its effectiveness depends on leadership capacity, institutional support, and access to infrastructure and digital resources.

بیوگرافی نویسنده

  • Amombi Delphine Amana، Faculty of Arts, Letters and Human Science, University of Bertoua, Cameroon
    Amombi Delphine Amana (PhD) is a Permanent Lecturer at the University of Bertoua, Cameroon. She is an academic and researcher with expertise in educational planning, teacher education, and institutional development within the context of teacher training colleges. Her research interests focus on identifying and solving educational planning problems in Teacher Training Colleges, with particular attention to improving institutional efficiency, teacher preparation, resource management, and the quality of training programmes. Through her teaching, research, and academic engagement, she contributes to the development of effective planning strategies for strengthening teacher education in Cameroon.

مراجع

Anderson, M., Potočnik, K., & Zhou, J. (2014). Innovation and creativity in organisations: A state-of-the-science review. Journal of Management, 40(5), 1297–1333. https://doi.org/10.1177/0149206314527128

Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: The moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1378615

Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. Retrieved from https://archive.org/details/leadershipperfor0000bass

Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum. https://doi.org/10.4324/9781410617095

Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Pearson. Retrieved from https://books.google.ro/books/about/Qualitative_Research_for_Education.html?id=HSMiAQAAIAAJ&redir_esc=y

Burns, J. M. (1978). Leadership. Harper & Row. Retrieved from https://psycnet.apa.org/record/1980-03173-000

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage. Retrieved from https://books.google.com.co/books?id=4uB76IC_pOQC&printsec=frontcover&source=gbs_#v=onepage&q&f=false

Elfira et al. (2024). How does principal’s instructional leadership shape teacher performance mediated by teacher self-efficacy in the Indonesian education context? Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1401394

Folajogun, V. F. (2018). Qualitative research and evaluation: Basic issues and methods (2nd ed.). Ibadan University Press.

Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699

Kaya, A. (2024). Transformational leadership, professional resilience, job satisfaction, and creativity among teachers. Frontiers in Psychology, 15, Article 1514621.

Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632430701800060

People’s Republic of Cameroon. (2023). 2023–2030 Education and Training Sector Strategy. Ministry of Economy, Planning and Regional Development and sector ministries.

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509

UNESCO-IICBA. (n.d.). Cameroon: Education country brief. Retrieved from https://www.iicba.unesco.org/en/cameroon

UNESCO-IICBA. (2026). DB 2025-6 Cameroon. Retrieved from https://www.iicba.unesco.org/sites/default/files/medias/fichiers/2026/02/Data%20Brief%202025-6%20Cameroon_1.pdf

Zhang, N. (2025). The relationship between principal instructional leadership and teacher self-efficacy. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1589958

دانلودها

چاپ شده

2026-05-25

شماره

دوره 13 شماره 5 (2026)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).