Competency-Based Approach and Teachers Performance in Primary Schools of Awae Sub Division, Centre Region of Cameroon

The study investigated the influence of the Competency-Based Approach on teachers’ performance. The problem under this study stems from the skills mismatch that exists in the implementation of CBA by teachers of primary schools in Awae. This study adopted a mixed research design. A sample size of 44 participants was administered questionnaires and 10 participants were interviewed. Quantitative data collected were analysed using SPSS version 25, which used a descriptive analysis of demographic elements and regression tests to test the hypothesis. From our results, Lesson preparation positively influences teacher performance in CBA. With a grand mean of 3.51 above the cutoff mean, respondents strongly agree with the statement. The regression results showed a significant positive relationship between Lesson preparation and teacher performance (t = 19.97, p < 0.000). The slope coefficient for Lesson preparation was 0.951, so teacher performance increases by a factor of 0.951. Respondents strongly agree that teaching methods influence teacher performance, with a grand mean of 3.58 above the cut-off mean The regression results showed a significant positive relationship between teaching methods on teacher performance (t = 15.713p < 0.000). The slope coefficient for teaching methods was 0.924, so teacher performance increases by a factor of 0.924. Respondents strongly agree that Teachers’ practice/assessment method influences teacher performance, with a grand mean of 3.62 above the cut-off mean. The regression results showed a significant positive relationship between the Teacher’s practice/assessment method and Teacher performance (t = 12.540, p < 0.000). The slope coefficient for Teachers’ practice/assessment method was .888, so teacher performance increases by a factor of 0.888. In the qualitative analysis using thematic analysis, most participants strongly agreed that lesson preparation, teaching methods and assessment methods play a great role in the implementation of CBA and teachers’ performance positively.