The Impact of Initial Teacher Training on Beginner Teacher’s Effectiveness in Secondary Schools in the Limbe II Sub Division of the South-West Region of Cameroon

This study examines the Impact of Initial Teacher Training on Beginner Teacher’s Effectiveness in Secondary Schools in the Limbe II Sub Division of the South-West Region of Cameroon. Initial teacher training is considered a key factor in improving beginner teacher’s effectiveness and educational quality. According to an OECD study (2019), countries that invest in teacher training practices tend to have better academic outcomes. The main research question was structured to examined to what extent does initial teacher training influence beginner teachers’ effectiveness in the classroom in Secondary Schools in the Limbe II Sub Division of the South-West Region of Cameroon. A convergent parallel design within the mixed-method approach was used, with a sample of 150 teachers and 300 students randomly selected from some secondary schools in the Limbe II Sub Division of the South-West Region of Cameroon. Data was collected using questionnaires and interview guides, and analyzed using simple linear regression. The findings show that initial teacher training has a significant impact on teacher effectiveness and productivity in the classroom and in effect turn to improves students’ achievements. The simple linear regression test showed that initial training is an important predictor for beginner teacher’s effectiveness (β = 0.60, p < 0.01). This implies that the more the initial teacher training institutions to improve beginner teacher’s effectiveness, the better the academic services of secondary school students in the Limbe II Sub Division of the South-West Region of Cameroon. The data analyzed shows that there is a linear significance relationship between initial teacher training and beginner teachers’ effectiveness in Secondary Schools in the Limbe II Sub Division of the South-West Region of Cameroon (ɼ = 0.344**). Recommendations include setting up continuous training programs for teachers, revising initial training programs to better meet the needs of teachers, and providing adequate resources to support teachers in their work.