Implications of in-service teacher professional development in psychosocial support on the teaching-learning environment of crisis-affected children in schools hosting internally displaced and refugee children in Cameroon
Fuente:
Zenodo
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Recurso digital |
| Sprache: | Englisch |
| Veröffentlicht: |
Zenodo
2025
|
| Schlagworte: | |
| Online-Zugang: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1866902094082998272 |
|---|---|
| author | Song Gerald Achou |
| author_facet | Song Gerald Achou |
| contents | <p>Education plays a primodial role in the psychosocial protection of children affected by conflicts. Healthy and mental psychosocial development in children depends on the nurturing and stimulation that children receive as they grow, and on the opportunities that they have to learn and master new skills in a safe and protective teaching-learning environment. The purpose of this study was to determine whether teacher’s in-service professional development equipped with diverse methods and skills in conducting and facilitating psychosocial support activities has an impact on the teaching-learning environment of crisis affected children in Cameroon. Based on the problem and the variables of the study, the general objective was to examine out whether theconstant capacity building of teachers in psychosocial support has a significant impact on the teaching-learning environment of crisis affected children in Cameroon. The study reviewed literature based on three (3) specific objectives on teacher’s know-how and experiences based on general principles of psychosocial; teacher’s pedagogic infusion strategies of psychosocial activities and teacher’s personal development strategies in psychosocial support influence the teaching-learning environment of crisis affected children.The self-determination theory (Ryan and Deci 2002) and attachment theory, developed by John Bowlby theories were used which enable individuals to feel safe, trust others, and develop healthy relationships. This inspire the individual to have a sense of feeling and belonging of efficiency and effectiveness in interactions with the social environment and experiencing opportunities to apply one’s capabilities. This implies a sense of belongingness and unity with others and with one’s community to support their special needs and opportunities. This qualitative study sought to explore secondary sources of data and to establish how the constant reinforcement capacities of teachers in psychosocial support influence the teaching-learning environment of crises affected children in schools. The descriptive survey design was adopted for this study. Structured open-ended questionnaire for teachers in schools hosting refugees and internally displaced were used covering 100 primary schools in Cameroon. Respondents were selected through the use of chain reference sampling and sampling by case. A total of four hundred and fifty (450) participants-teachers responded to questionnaire out of a population of 500 teachers envisaged for the study. Data was gathered from the participants via valid and reliable questionnaire. Descriptive statistics were used to analyze the background information of the participants. To verify the efficacy of the hypotheses, the Chi- square (X2) test of independence was used to find out whether there existed a relationship between the variables. From the above findings it was concluded that, at significant level 0.05, there is a significant relationship between the capacity building of teachers in psychosocial support and the teaching-learning environment of crisis affected children in Cameroon. Based on the discussions, It is evident to affirm that when teachers capacities are constantly reinforced in psychosocial support, it build teachers potientials and engage them to effectively play a crucial role handling and modelling individual behaviour of learners when they have emotional and traumatic challenges. It was recommended that the in-service professional development of teachers in psychosocial support couldhave profound impact on the teaching-learning environment by promoting learners’ well-being, living together, peace, social cohesion, academic success, positive relationships, and a supportive school culture. By investing in teachers’ professional development, schools could create a holistic and inclusive approach to education that would benefits the overall development of learners’ well being and the society at large.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14599684 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Implications of in-service teacher professional development in psychosocial support on the teaching-learning environment of crisis-affected children in schools hosting internally displaced and refugee children in Cameroon Song Gerald Achou Teachers, effective teacher professional development, capacity-building, psychosocial support, teaching-learning environment, education in emergency, inclusive education, crises affected children <p>Education plays a primodial role in the psychosocial protection of children affected by conflicts. Healthy and mental psychosocial development in children depends on the nurturing and stimulation that children receive as they grow, and on the opportunities that they have to learn and master new skills in a safe and protective teaching-learning environment. The purpose of this study was to determine whether teacher’s in-service professional development equipped with diverse methods and skills in conducting and facilitating psychosocial support activities has an impact on the teaching-learning environment of crisis affected children in Cameroon. Based on the problem and the variables of the study, the general objective was to examine out whether theconstant capacity building of teachers in psychosocial support has a significant impact on the teaching-learning environment of crisis affected children in Cameroon. The study reviewed literature based on three (3) specific objectives on teacher’s know-how and experiences based on general principles of psychosocial; teacher’s pedagogic infusion strategies of psychosocial activities and teacher’s personal development strategies in psychosocial support influence the teaching-learning environment of crisis affected children.The self-determination theory (Ryan and Deci 2002) and attachment theory, developed by John Bowlby theories were used which enable individuals to feel safe, trust others, and develop healthy relationships. This inspire the individual to have a sense of feeling and belonging of efficiency and effectiveness in interactions with the social environment and experiencing opportunities to apply one’s capabilities. This implies a sense of belongingness and unity with others and with one’s community to support their special needs and opportunities. This qualitative study sought to explore secondary sources of data and to establish how the constant reinforcement capacities of teachers in psychosocial support influence the teaching-learning environment of crises affected children in schools. The descriptive survey design was adopted for this study. Structured open-ended questionnaire for teachers in schools hosting refugees and internally displaced were used covering 100 primary schools in Cameroon. Respondents were selected through the use of chain reference sampling and sampling by case. A total of four hundred and fifty (450) participants-teachers responded to questionnaire out of a population of 500 teachers envisaged for the study. Data was gathered from the participants via valid and reliable questionnaire. Descriptive statistics were used to analyze the background information of the participants. To verify the efficacy of the hypotheses, the Chi- square (X2) test of independence was used to find out whether there existed a relationship between the variables. From the above findings it was concluded that, at significant level 0.05, there is a significant relationship between the capacity building of teachers in psychosocial support and the teaching-learning environment of crisis affected children in Cameroon. Based on the discussions, It is evident to affirm that when teachers capacities are constantly reinforced in psychosocial support, it build teachers potientials and engage them to effectively play a crucial role handling and modelling individual behaviour of learners when they have emotional and traumatic challenges. It was recommended that the in-service professional development of teachers in psychosocial support couldhave profound impact on the teaching-learning environment by promoting learners’ well-being, living together, peace, social cohesion, academic success, positive relationships, and a supportive school culture. By investing in teachers’ professional development, schools could create a holistic and inclusive approach to education that would benefits the overall development of learners’ well being and the society at large.</p> |
| title | Implications of in-service teacher professional development in psychosocial support on the teaching-learning environment of crisis-affected children in schools hosting internally displaced and refugee children in Cameroon |
| topic | Teachers, effective teacher professional development, capacity-building, psychosocial support, teaching-learning environment, education in emergency, inclusive education, crises affected children |
| url | https://doi.org/10.5281/zenodo.14599684 |