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All Journal International Journal of Educational Research and Social Sciences (IJERSC)
Asongwe Cyprian Foche, Dr
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Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Impact of Standardized Salaries on Teachers Motivation and Job Satisfaction: Implications For Education Policy Makers in Cameroon Genevarius NJI, Dr; Kumo Ruphus Numfor, Dr; Asongwe Cyprian Foche, Dr
International Journal of Educational Research & Social Sciences Vol. 3 No. 6 (2022): December 2022
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i6.1026

Abstract

The main purpose of this study was to examine the impact of standardized salaries on teachers’ motivation and job satisfaction with implications for school administrators in Cameroon. The mixed method design was adopted for the study whereby by both quantitative and qualitative designs were employed. As instruments, Questionnaire and interview guides were used. Using the simple random and snowball sampling techniques, a sample of 254 teachers were selected from 6 schools. 15 secondary school teachers were selected for the study. Quantitative data was analysed using means and standard deviations while qualitative data was analyzed using thematic analysis. The findings prove that standardized salary system in Cameroon's education in spite it advantages in the education sector has created perceptions of unfairness and de-motivation among teachers which has led to lack of teacher commitment in curriculum implementation to a greater extend. Teachers who perceive their salary as being fair are motivated to work harder and vice versa. Based on the findings, recommendations were made to education stakeholders.
The Role of School Administration in Enhancing Effectiveness of Guidance and Counseling Services in Cameroon Secondary Schools Asongwe Cyprian Foche, Dr
International Journal of Educational Research & Social Sciences Vol. 3 No. 6 (2022): December 2022
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i6.1027

Abstract

This study sets out examine the role of school administration in enhancing effectiveness of guidance and counseling services in Cameroon secondary schools. The effectiveness of guidance and counseling services cannot be underestimated as it significantly contributes to the overall internal effectiveness of the school system as a whole. This means that the school administrator has a lot to contribute in ensuring the effectiveness of this service. This study adopted the research survey design and the main instrument for data collection was the questionnaire. The study used a simple random sampling technique to select 223 secondary schools from the centre regions of Cameroon. The data was analyzed using the Kendal tau formula and the following results were obtained per hypothesis. In the first hypothesis we found that School administrators’ leadership style significantly affects the effectiveness of guidance and counseling services by 36.4%  (p.value 0.00 ˂0.05; r=0.364) in the first hypothesis. In the second hypothesis, the Allocation of Resources significantly influences the effectiveness of guidance and counseling services by 35.5% (p.value 0.00 ˂0.05; r=0.355); while in the third hypothesis Principal’s communication influences the effectiveness of guidance and counseling services by 32.3%  (p.value 0.00 ˂0.05; r=0.323). Based on these findings it can be concluded that the role of school administration is significant in enhancing effectiveness of guidance and counseling services in Cameroon secondary schools. Recommendations were made to stakeholders concerned.
Co-Authors Genevarius NJI, Dr Kumo Ruphus Numfor, Dr