Training strategies and teachers’ professional effectiveness in crisis situations

This study analyzes training strategies and their influence on the professional effectiveness of secondary school teachers in crisis situations, taking as a case study the ENIEG in Mokolo, Mayo Tsanaga (Far North Cameroon). Noting that difficult conditions affect the quality of teaching, the research evaluates the impact of adapted training approaches, in-service training and material support on teacher performance. Three hypotheses were formulated: adapted training approaches improve professional effectiveness; ongoing training enhances skills; material support and infrastructural conditions influence effectiveness in crisis zones. Data collected from 39 teachers and 8 educational managers, via questionnaires and interviews, show that training strategies and support systems have a significant effect on professional effectiveness. Finally, the study puts forward recommendations for optimizing training policies and improving teaching practices in disadvantaged areas.