Teachers’ Competence and the Development of Thinking Skills in Primary School Pupils in the South West Region of Cameroon

This study was initiated from a critical look at what is happening in most primary schools today in which most teachers do not adequately equip pupils with higher order thinking skills. This was aimed at investigating teachers’ competence in teaching methods, interpersonal skills, assessment, classroom management strategies, and their influence on pupils thinking skills. It was guided by four research questions which were transformed into four research hypotheses to test if teachers’ competence in methods, knowledge of subject matter, interpersonal skills, assessment, and classroom management strategies influence the development of thinking skills. The study was a survey that made use of a sample population size of 200 primary school teachers. A closed-ended questionnaire and observation guide were used to collect data. Data were analyzed inferentially using Pearson product-moment correlation coefficient statistical tool. Findings revealed that teacher’s competence in teaching methods, interpersonal skills, assessment and classroom management strategies have significant influence in the development of thinking skills in primary school pupils in the South West Region. Implications and recommendations are discussed.