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DOI: Recruitment and Selection and Its Impact on Teachers’ Effectiveness in Public Anglo Saxons Higher Education Institutions of Cameroon
Sumbong lesly ngolle , Department of Educational Foundations and Administration, Faculty of Education of the University of Buea Cameroon. Prof. Joseph besong besong , Professor of Educational Foundations and Administration, Faculty of Education of the University of Buea Cameroon. Prof. Endeley Margaret Nalova , Professor of Educational Foundations and Administration, Faculty of Education of the University of Buea Cameroon.Abstract
The main purpose of this study was to investigate the impact of recruitment and selection on teachers’ effectiveness in public Anglo-Saxons higher education institutions of Cameroon. With lone objective to examine the relationship between recruitment and selection and teachers’ effectiveness in public Anglo-Saxon higher education institutions in Cameroon.The survey research design using the mixed methods was chosen for the study. The population of the study is comprised of all the staff and administrators in the universities of Buea and Bamenda, which are the two Anglo-Saxon state universities in Cameroon.The target population of the study consists of full-time lecturers irrespective of their faculties and departments in the University of Buea and Bamenda with an accessible population of 456 academic staff and administrators selected from six faculties in the Universities of Buea, and four faculties from the University of Bamenda. Thesample size consists of 436 lecturers with 20 administratorsgiving a total sample size of 456 participants. The four-point Likert scale response option questionnaires were used for data collection from lecturers, while the instruments for administrators were structured interview. Data from the questionnaires was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the interview wasanalysed thematically. The Spearman’s rho was used to test the lone research hypotheses formulated in the study.Findings showed that descriptively, 91.7% of lecturers indicated that reward system influences teacher’s effectiveness in public Anglo-Saxons higher education institution of Cameroon while 8.3% said reward system does not influence teacher’s effectiveness. Among the participants that reiterate reward system influences teacher’s effectiveness, many said individual lecturers are publicly recognized for brilliant work output, gifts are often given to outstanding lecturers, lecturers are often given incentives, only hard-working lecturers are promoted to higher heights, there is equity and fairness in the reward of lecturers, teacher’s output at work is rewarded accordingly. Which help them to Stay focus, perform better and motivate lecturers. And many of the administrators’ said lecturers are satisfied with the reward system in the faculty. Finally, the hypothetical statistics showed that there is a significant, positive and week reward system and teachers’ effectiveness in public Anglo-Saxons higher education of Cameroon (R- value 0. .003, p-value < 0.946 < 0.05). The positive sign of the correlation value implies that reward system will contribute to the enhancement of teachers’ effectiveness in public Anglo-Saxons higher education of Cameroon. Thus, the null hypothesis was rejected while the alternative that states there is a significant relationship between reward system and teachers’ effectiveness in public Anglo-Saxons higher education of Cameroon was accepted.In this regard the researcher generally recommended that institutions should priorities the recruitment processes to enhance educational outcomes. This can be achieved through; Implementing stringent selection criteria that assess both academic qualifications and teaching competencies can lead to better hiring decisions.
Keywords
Recruitment and Selection, Teachers’ Effectiveness, Public Anglo Saxons Higher Education Institutions and Cameroon
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