Teachers’ Work Environment and the Implementation of Classroom Assessment Practices in English Secondary Schools in Cameroon

Abstract

The main purpose of this study is to investigate: the length of instructional time, what teachers think about the shift system of teaching and their views about online learning platforms.Data was collected through a focused group discussion for teachers from four regions of Cameroon, one focus group per region. The population of the study was selected from the different geography regional WhatsApp forums of the different regions. The population was selected purposively by show of interest by the respondent. ATLAS.ti v8.0 was used as qualitative software for the analysis.Teachers’ work environment in Cameroon is faced with two major crises, the anglophone crisis and the most recent covid 19 Pandemic. Teachers are therefore faced with the challenge of adapting to new environments different from the usual. In the face of these challenges this research investigates the influence of teachers’ work environment on the implementation of classroom assessment practices in English secondary schools in Cameroon. The results should assist the government, school owners/proprietors and all other stakeholders to manage teachers’ work environment properly. The results of the analysis from focus group discussion found out that there is a significant correlation between teachers’ work environment and the implementation of classroom assessment practices. Teachers’ appeal may be appropriate, though controversial to get the attention of the different stakeholders. Stakeholders should, however, evaluate the nature of teachers’ workspace to understand their plea (cry).

Keywords:Teachers’ work environment, instructional time, online learning platform, school shift period, implementation of classroom assessment practices

DOI: 10.7176/JEP/13-15-04

Publication date:May 31^st 2022