Exploring Teachers' Competencies in Implementing the National Languages and Cultures Curriculum in Primary Education

Kenneth Yuomeyse; Nguele Owono Marie Joelle; Bernsa Ivoline

doi:10.53103/cjess.v5i5.395

Authors

Kenneth Yuomeyse University of Yaoundé I, Cameroon
Nguele Owono Marie Joelle University of Yaoundé I, Cameroon
Bernsa Ivoline University of Yaoundé I, Cameroon

DOI:

https://doi.org/10.53103/cjess.v5i5.395

Keywords:

Teachers’ Competencies, Curriculum Implementation, National Languages and Cultures, Primary Education

Abstract

This research investigates how the implementation of curriculum affects teachers' abilities to teach national languages and cultures within primary education. The implementation of the curriculum of national languages and cultures in Cameroonian primary schools encounters considerable obstacles, mainly due to insufficient teacher competencies. Educators face challenges with effective teaching strategies and a lack of instructional resources, which impede students' understanding of national languages and cultures. Employing a descriptive survey research design, data was gathered from 278 primary school teachers through stratified sampling. The cultural historical activity theory was applied to elucidate the study's variables. The results, derived from multiple regression analysis, indicate a significant positive relationship between teaching methods, instructional resources, and teachers' competencies in instructing national languages and cultures. In particular, effective teaching strategies such as content and language integrated learning, the incorporation of folktales and myths, community engagement, and project-based learning have a substantial impact on the teaching and learning of national languages. Additionally, cultural sensitivity and an inclusive learning environment are essential. There is a need to utilize digital resources and authentic materials to foster cultural awareness and appreciation. This research has implications for curriculum developers, educators, and stakeholders in primary education, emphasizing the necessity for targeted support and professional development to improve teachers' competencies.

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