The Relationship between Competence-Based Approach and Administrative Processes in Public Primary Schools in the English-Speaking Sub-System of Education in Cameroon

The study sought to verify the relationship between competence-based approach and administrative processes in public primary schools in Cameroon. The mixed methods of quantitative and qualitative approaches with the cross-sectional/correlational survey designs and case study design to make up for the triangulation of data collection. A questionnaire and a semi-structured interview guide were used to gather data. The accessible population was 915 head teachers and 5004 teachers. The multi-stage sampling procedures were used to select a sample size of 300 teachers. The purposive and expert sampling techniques were used to select 10 head teachers for the interview. The instruments were validated with content validity index (CVI) of 0.75 and reliability Cronbach’s coefficient of 0.805 for the questionnaire. Meanwhile, the interview was trial-tested with two head teachers Data from questionnaire were analyzed through descriptive statistics of observed frequencies, percentages, sum, mean scores and standard deviations. Data from the interview were analyzed thematically to corroborate the findings from the questionnaire. Hypotheses were analyzed using Pearson Product-Moment Correlation. It was found that Based Approach has a significant linear relationship with head teachers’ administrative processes (= 3.16 ± 0.49), rxy = .198** and Project Based Approach has a weak linear relationship with head teachers’ administrative processes (= 3.11 ± 0.50), rxy = .044. Hence, the study recommends that the Ministry of Basic Education, as well as other educational bodies should develop strategic plans on periodic sustainable capacity building workshops/seminars for teachers and head teachers on these NPA to enable them to be able to adapt in and innovating their instruction in the classrooms