Examining moderating effects of school resources and teachers’ initial training on primary school teachers’ effectiveness in science education in Cameroon

Abstract

This study examines how school resources influence the relationship between teachers’ initial training and their effectiveness in delivering science education in primary schools within the Mfoundi Division of Cameroon. Data were collected from 306 primary school teachers, and hierarchical multiple regression analysis was used to assess the interplay among teacher training, school resources, and teacher effectiveness. The findings reveal a positive association between initial teacher training and teacher effectiveness, indicating that teachers with solid foundational training are better equipped to deliver quality education. However, the study highlights that this relationship is significantly moderated by the availability of school resources. Teachers working in resource-rich environments demonstrated substantially higher effectiveness compared to those in resource-constrained settings. This underscores the critical role of school resources in enhancing the impact of teacher training. The study draws attention to the inequities in resource distribution across schools and stresses the need for educational policies that address these disparities. By ensuring equitable resource allocation and strengthening teacher training programs, educational stakeholders can improve science education outcomes and support teacher performance. The findings contribute to the broader discourse on educational equity and effectiveness, offering practical insights for policymakers and educators striving for improved educational quality in science.