Specialized Pedagogical Training and Teaching Competencies of Food Science Teachers in Mezam Division, Cameroon

Abstract

This study investigated how specialized food science pedagogical training relates with the teaching competencies of food science secondary school teachers in Mezam Division, Cameroon. Guided by two objectives, to determine the impact of teachers’ content knowledge and to evaluate the influence of practical and laboratory skills on their teaching competencies, the study adopted a convergent parallel mixed-methods design. Quantitative data were collected through structured questionnaires administered to 92 food science teachers, while qualitative insights were gathered from semi-structured interviews with four pedagogic inspectors. Descriptive statistics, Pearson correlation, and multiple regression analyses were used to test the hypotheses, complemented by thematic analysis of qualitative data. Findings revealed a statistically significant positive relationship between teachers’ content knowledge and their teaching competencies (r = 0.601, p < 0.05), with content mastery explaining 36% of the variance in teaching effectiveness. Similarly, practical and laboratory skills exhibited a moderate but significant influence (r = 0.411, p < 0.05), accounting for 16.9% of the variance. Qualitative evidence confirmed that while teachers demonstrated strong theoretical grounding, many lacked consistent practical exposure due to inadequate laboratory facilities and limited in-service training. The study concluded that both content knowledge and practical skills are vital predictors of teaching competency in food science education. It recommends continuous, context-based professional development, improved laboratory infrastructure, and stronger mentorship systems to enhance teachers’ instructional effectiveness across secondary schools in Mezam Division.