Articles

This study examines the perceived effectiveness of remedial pedagogical measures implemented in Cameroonian secondary schools following the OTS ("On a Trop Supporté") teachers' movement, which has caused prolonged disruptions to instruction since 2022. Employing a mixed-methods research design involving 286 participants (234 students, 30 teachers, and 22 administrators) from two high schools in the city of Dschang, Cameroon, this study analyzes—through structured questionnaires and semi-structured interviews—how school stakeholders perceive pedagogical support measures (remedial classes, additional tutorials, educational materials, and distance learning). The results show that while these measures contributed significantly to improved academic performance (44.5% of variance explained), their effect remains limited regarding, on the one hand, student motivation and engagement, and on the other, teachers' intentions to engage in collective action—which are influenced by perceptions of organizational constraints and a sense of hierarchical threat. On this basis, the present study suggests that the success of post-crisis remedial measures depends as much on organizational and relational conditions as on their pedagogical content, calling for a more collaborative approach to managing educational crises.

The focus of this study was to determine the influence of religious literacy and multicultural teaching competence on the teaching self-efficacy of Religious and Moral Education (RME) teachers in public basic schools within the Kumasi Metropolis. The research employed a cross-sectional survey design with a sample of 308 RME teachers selected through the stratified sampling technique from 165 basic schools across 14 circuits. Data were collected using questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that religious literacy significantly and positively influenced teachers’ self-efficacy (β = 0.487, p < 0.05), accounting for 23.7% of the variance. Similarly, multicultural teaching competence demonstrated a strong positive effect on teaching self-efficacy (β = 0.711, p < 0.05), explaining 50.6% of the variance. Finally, the study found that religious literacy and multicultural teaching competence together contributed 52.2% to RME teachers' teaching self-efficacy (SD = 0.692, p < 0.05, R² = 0.522). The study recommended that the Ghana Education Service (GES) and the National Council for Curriculum and Assessment (NaCCA) should design and mandate regular in-service training programmes focused specifically on religious literacy for RME teachers. Also, it was recommended that pre-service and in-service training should emphasise awareness of personal biases, deep knowledge of learners’ cultural and religious backgrounds, and practical skills for culturally responsive pedagogy.

The ultimate goal of this study was to determine the influence of religious literacy and multicultural teaching competence of RME teachers on their teaching self-efficacy in the Accra Metropolis. Grounded in culturally responsive teaching and self-efficacy theory, this study employed a cross-sectional survey design. All 441 RME teachers in the eight (8) circuits in the Metropolis which has seventy-two (72) basic schools were involved in the study through the census method. Data were collected using a questionnaire and analyzed using descriptive statistics and partial least squares structural equation modeling (PLS-SEM). Findings revealed that RME teachers reported high levels of RL, MTC, and TSE. Religious literacy and multicultural teaching competence jointly explained 44.2% of the variance in TSE, with a statistically significant positive effect (p < 0.05). It was recommended that, the curriculum for training RME teachers should include in them topics on RL and MTC.