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TYPE
Original Research
PAGE NO.
16-29
10.37547/tajssei/Volume07Issue04-03
OPEN ACCESS
SUBMITED
26 February 2025
ACCEPTED
21 March 2025
PUBLISHED
16 April 2025
VOLUME
Vol.07 Issue 04 2025
CITATION
Sumbong lesly ngolle, Prof. Joseph besong besong, & Prof. Endeley
Margaret Nalova. (2025). Recruitment and Selection and Its Impact on
Teachers
’
Effectiveness in Public Anglo Saxons Higher Education Institutions
of Cameroon. The American Journal of Social Science and Education
Innovations, 7(04), 16
–
29. https://doi.org/10.37547/tajssei/Volume07Issue04-
03
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Recruitment and Selection
and Its Impact on
Teachers’ Effectiveness in
Public Anglo Saxons Higher
Education Institutions of
Cameroon
Sumbong lesly ngolle
Department of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon.
Prof. Joseph besong besong
Professor of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon.
Prof. Endeley Margaret Nalova
Professor of Educational Foundations and Administration, Faculty of
Education of the University of Buea Cameroon.
Abstract:
The main purpose of this study was to
investigate the impact of recruitment and selection on
teachers’ effectiveness in public Anglo
-Saxons higher
education institutions of Cameroon. With lone objective
to examine the relationship between recruitment and
s
election and teachers’ effectiveness in public Anglo
-
Saxon higher education institutions in Cameroon.The
survey research design using the mixed methods was
chosen for the study. The population of the study is
comprised of all the staff and administrators in the
universities of Buea and Bamenda, which are the two
Anglo-Saxon state universities in Cameroon.The target
population of the study consists of full-time lecturers
irrespective of their faculties and departments in the
University of Buea and Bamenda with an accessible
population of 456 academic staff and administrators
selected from six faculties in the Universities of Buea,
and four faculties from the University of Bamenda.
Thesample size consists of 436 lecturers with 20
administratorsgiving a total sample size of 456
participants. The four-point Likert scale response option
questionnaires were used for data collection from
lecturers, while the instruments for administrators were
structured interview. Data from the questionnaires was
analysed using SPSS 23.0, with the aid of descriptive and
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The American Journal of Social Science and Education Innovations
inferential statistical tools while the interview
wasanalysed thematically. The Spearman’s rho was
used to test the lone research hypotheses formulated
in the study.Findings showed that descriptively, 91.7%
of lecturers indicated that reward system influences
teacher’s effectiveness in public Anglo
-Saxons higher
education institution of Cameroon while 8.3% said
reward system does not influence teacher’s
effectiveness. Among the participants that reiterate
reward syste
m influences teacher’s effectiveness,
many said individual lecturers are publicly recognized
for brilliant work output, gifts are often given to
outstanding lecturers, lecturers are often given
incentives, only hard-working lecturers are promoted
to higher heights, there is equity and fairness in the
reward of lecturers, teacher’s output at work is
rewarded accordingly. Which help them to Stay focus,
perform better and motivate lecturers. And many of
the administrators’ said lecturers are satisfied with the
reward system in the faculty. Finally, the hypothetical
statistics showed that there is a significant, positive
and week reward system and teachers’ effectiveness in
public Anglo-Saxons higher education of Cameroon (R-
value 0. .003, p-value < 0.946 < 0.05). The positive sign
of the correlation value implies that reward system will
contribute to the enhancement of teachers’
effectiveness in public Anglo-Saxons higher education
of Cameroon. Thus, the null hypothesis was rejected
while the alternative that states there is a significant
relationship between reward system and teachers’
effectiveness in public Anglo-Saxons higher education
of Cameroon was accepted.In this regard the
researcher generally recommended that institutions
should priorities the recruitment processes to enhance
educational outcomes. This can be achieved through;
Implementing stringent selection criteria that assess
both
academic
qualifications
and
teaching
competencies can lead to better hiring decisions.
Keywords:
Recruitment and Selec
tion, Teachers’
Effectiveness, Public Anglo Saxons Higher Education
Institutions and Cameroon.
Introduction:
Teachers' effectiveness in higher
education is a critical determinant of student success
and institutional quality. It encompasses a range of
competencies,
including
subject
knowledge,
pedagogical skills, and the ability to engage and
motivate students. According to Hattie (2009),
effective teaching significantly influences students'
academic outcomes, making it essential for institutions
to prioritize the recruitment and selection of qualified
educators. In the context of public Anglo-Saxon higher
education institutions in Cameroon, the effectiveness of
teachers is not only crucial for academic performance
but also for fostering a conducive learning environment
that promotes critical thinking and lifelong learning.The
recruitment and selection processes play a pivotal role
in ensuring that educational institutions attract and
retain high-quality teaching staff. Research by Ingersoll
(2001) emphasizes that effective recruitment strategies
are linked to improved teacher quality, which
subsequently enhances student learning experiences. In
Cameroon, the challenge of attracting qualified
academic staff is compounded by various factors,
including low salaries, limited resources, and the
competitive nature of the job market. As such,
institutions must adopt comprehensive recruitment
policies that align with institutional goals and the needs
of the educational community.
Moreover, the impact of recruitment and selection on
teachers' effectiveness is further underscored by the
need for diversity and inclusivity in educational settings.
According to Darling-Hammond (2000), a diverse
teaching workforce can better address the varied
learning needs of students and contribute to a richer
educational experience. In public Anglo-Saxon higher
education institutions in Cameroon, understanding the
dynamics of recruitment and selection is vital for
enhancing teachers' effectiveness and ultimately
improving student outcomes, thereby contributing to
the overall advancement of the educational sector in
the country. Inesence, in an ideal educational
landscape, the recruitment and selection of teachers in
public Anglo-Saxon higher education institutions in
Cameroon would ensure that the most qualified and
effective educators are placed in teaching positions
(Mbulle, Etomes, &Ntui, 2023). Effective recruitment
processes would not only attract highly skilled
candidates but also promote diversity and inclusivity,
resulting in improved student outcomes and
institutional performance. However, the reality is
starkly different. According to the Ministry of Higher
Education in Cameroon (2020), over 60% of public
universities face significant challenges in attracting
qualified academic staff, primarily due to inadequate
salaries and limited professional development
opportunities. This shortfall has led to a significant gap
between the ideal and actual teacher quality, directly
impacting students' academic experiences and success.
The consequences of this recruitment and selection gap
are profound. Research indicates a strong correlation
between
teacher
effectiveness
and
student
achievement; for instance, Kohout-Diaz, &Deyrich,
(2021) found that quality teaching can account for up to
30% of student learning variance. In Cameroon, where
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The American Journal of Social Science and Education Innovations
only 40% of educators possess advanced degrees
relevant to their teaching disciplines (UNESCO, 2021),
many students are left with inadequate support and
guidance. This deficiency not only undermines the
educational standards of institutions but also hampers
the overall development of human capital necessary
for the country’s socio
-economic growth.In response
to these challenges, the Cameroonian government has
initiated several reforms aimed at improving the
recruitment and selection processes for teachers.
Programs designed to enhance teacher training and
incentives for professionals to enter the public sector
have been implemented (Ministry of Higher Education,
2020). However, despite these efforts, the problem
persists, as systemic issues such as bureaucratic
inefficiencies, inadequate funding, and a lack of clear
policies continue to hinder progress. As a result, the
effectiveness of teachers remains compromised,
perpetuating a cycle of underachievement in higher
education that stifles both individual and national
potential. Thus, this paper investigates the impact of
recruitment and selection on teachers’ effectiveness in
public Anglo-Saxons higher education institutions of
Cameroon. With lone objective to:
i.
Examine the relationship between recruitment
and selection and teachers’ effectiveness in public
Anglo-Saxon
higher
education
institutions
in
Cameroon.
LITERATURE REVIEW
From a theoretical point of view,the performance
management theory of Walter D. Scott of WD Scott &
Co. of Sydney (1914-1918) developed during the early
20th century, emphasizes the importance of
measuring and managing employee performance to
enhance organizational effectiveness. One of Scott’s
key ideas was that systematic evaluation and feedback
mechanisms could significantly improve employee
productivity and satisfaction. He advocated for clear
performance standards and the use of objective
criteria for assessing employee contributions. In the
context of recruitment and selection, this theory
underscores
the
necessity
of
incorporating
performance metrics and evaluations into the hiring
process, ensuring that the selected candidates not only
possess the required qualifications but also align with
the institution's performance expectations. For public
Anglo-Saxon
higher
education
institutions
in
Cameroon, applying Scott's principles could lead to
more effective recruitment strategies that prioritize
candidates who demonstrate a commitment to
educational excellence.
Scott's theory also posits that effective performance
management involves continuous feedback and
development opportunities for employees. This
principle is particularly relevant in the context of
teacher effectiveness in higher education. By
integrating ongoing performance assessments into the
professional development of educators, institutions can
foster an environment of continuous improvement. This
approach aligns with the need for teachers in Cameroon
to engage in regular training and development,
particularly given the challenges of attracting qualified
educators. By utilizing Scott's insights, institutions can
enhance their recruitment processes to ensure that new
hires are not only skilled but also receptive to
professional growth, ultimately leading to improved
teaching outcomes for students.Scott's focus on the
psychological aspects of performance management
highlights the importance of motivation and job
satisfaction in employee effectiveness. In the realm of
education, motivated teachers are more likely to engage
their students and contribute positively to the academic
environment. By applying Scott's principles, public
Anglo-Saxon higher education institutions in Cameroon
can create a more supportive and rewarding workplace
for educators. This involves not only selecting
candidates with strong qualifications but also
implementing systems that recognize and reward
effective teaching practices. As a result, the application
of Scott's performance management theory could lead
to a more effective recruitment and selection process
that significantly enhances teachers' effectiveness,
contributing to improved student learning outcomes
and
overall
institutional
success.Performance
management theory allows employers and employees
to clearly state the objectives that have to be achieved
and ways to achieve them. In the Anglo-Saxon higher
education system in Cameroon, during the recruitment
and selection process, administrators set their
objectives, which they strictly follow to get the best
candidate. Also, Effective performance of a candidate
recruited is one of the successes of the university. Good
performance means productivity, quality, and effective
teaching.
Recruitment and selection are the process of attracting
individuals on a timely basis, in sufficient numbers, and
with appropriate qualifications (Walker, 2019).
Recruitment, according to Koontz (2014), involves
attracting candidates to fill the positions in an
organisational structure. It is the process of finding and
attracting suitably qualified people to apply for job
vacancies in the organisation (Opatha, 2010).
Recruitment and selection is a set of activities an
organisation uses to attract job candidates who have
the needed abilities and attitudes. Recruitment is the
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process of generating a group of qualified applicants
for organisational job vacancies. However, Freeman
and Gilbert (2013) stated that the purpose of
recruitment is to provide a group of candidates that is
large enough to let managers select the employees
they need. Before recruiting begins, the position's
requirements, which should relate to the task, must be
clearly identified.
Some of the processes in selection include screening
applications and resumes, testing and reviewing work
samples, interviewing, and checking references and
backgrounds. Organisations use these processes to
increase the likelihood of hiring individuals who
possess the right skills and abilities to be successful at
their jobs (Walker, 2013). However, most recruitment
and selection processes have elements of biased
judgement inherent in them. But treating job
applicants in a professional and positive manner is
more likely to leave them, whether they are successful
or not, with a positive view of the organisation and
how it has dealt with the applicants (National
University of Ireland, 2016). The challenge for many
researchers then has been to demonstrate how
scientifically derived recruitment and selecting
practices add value to an organisation’s performance.
Recruitment and selecting staff is expensive both in
terms of time and money, and it is therefore important
that the process is carried out effectively and
efficiently so that the results in the appointment of a
person who fits the job being occupied (Djabatey,
2012).
Better recruitment and selection strategies result in
improved organisational outcomes. The more
effectively organisations recruit and select candidates,
the more likely they are to employ and retain satisfied
employees. Freeman and Gilbert (2010) stated that the
purpose of recruitment is to provide a group of
candidates that is large enough to let managers select
the employees they need. In addition, the
effectiveness of an organisation’s selection system can
influence bottom line business outcomes, such as
productivity and financial performance. The methods
of recruiting will depend upon the source of
recruitment the organisation intends to utilise (Ejiofor,
2015). Where an organisation decides on a policy of
recruitment from within, then the methods of
recruitment will include job posting on public boards in
order to inform all employees and so allow open
competition; the secret review of the records of
employees and giving the jobs to chosen employees;
and finally, announcement to employees and unions
that there are vacancies and that new hands will be
welcome. Employees and unions are then in a position
to inform friends, relations, and colleagues. These
methods of recruitment will work well for filling low-
paid positions in the organisation.It has been argued
that, no matter how much a company may design its
manpower requirements to take account of internal skill
developments, it still becomes necessary to bring in new
talents into the organisation through external
recruitment. Details of these sources are discussed
below:
Advertising is one of the most important things present
in our society today. It can be carried on everywhere,
from television to billboards, newspapers, and the
Internet.
“Advertising
is
the
nonpersonal
communication of information, usually paid for and
usually persuasive in nature, about products, services,
or ideas by identified sponsors through the various
media.”. Advertisement is the most common form of
external sources of recruitment. Organisations
advertise vacant positions on both electronic print and
media to access a larger pool of applicants. As cited by
Nel et al. (2013), an advertisement has communication
as its basic underlying principle, and it should be worded
in a manner that triggers responses from job seekers.
Recruiters
should
formulate
the
wording
of
advertisements in a manner that is not discriminatory.
There are two types of recruitment in any organisation.
These are internal and external recruitment. Internal
recruitment is the process of selecting current
employees for open positions within an organization.
So, this strategy enables businesses to fill positions with
workers who are already familiar with the organisation’s
culture and policies (Altman, Baruch, Zoghbi Manrique-
de-Lara, & Viera Armas, 2020). As well as the company's
processes and whether the candidate has a proven track
record of success in the organization. There are several
ways to recruit internally, including job postings,
internal job fairs, and employee referral programs
(Ireland, 2006). Additionally, it may entail providing
employees with chances to progress their careers inside
the company. In order to achieve this, they can use
programs like mentoring, training, or job shadowing.
Some advantages of internal recruitment are higher
employee retention rates, improved job satisfaction
among current employees, and lower recruitment
expenses. These are just a few advantages that internal
recruitment may offer firms. Additionally, it can assist
businesses in spotting and nurturing talent already
present among their employees, which can result in a
more qualified workforce and stronger leadership
pipelines.
External recruitment is a process wherein companies
get help from other external players in their hiring.
Therefore, it involves filling job openings within an
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organization. On the other hand, job boards and hiring
platforms like consulting companies attract and hire
candidates (Ireland, 2011). Also, use social media and
other sources by publicising the vacancy and
encouraging external candidates to apply. Many
methods of external recruitment exist, including job
fairs, university recruiting activities, and internet job
advertisements. Additionally, it might entail making
focused outreach to certain candidate pools, including
business professionals or fresh grads. Organisations
may profit from external recruitment in several ways,
including access to a larger talent pool with a variety of
talents and experiences. It may also inject the company
with new ideas and perspectives that foster innovation
and expansion. However, external hiring can be more
time- and money-consuming than internal hiring. If
new hires do not fit well with the corporate culture, it
may also result in poorer employee retention rates.
There are different types of external recruitment,
among which are the Internet, online e-recruitment,
campus
recruitment,
referral
recruitment,
employment agencies, labour offices, walk-in
interviews, and headhunting.
Internet recruiting is the process of posting job
openings, finding candidates, and managing the hiring
process. E-recruitment, or online or internet
recruitment, uses web-
based tools such as a firm’s
public internet site or its own intranet to recruit staff
(Djabatey, 2012). The processes of e-recruitment
consist of attracting, screening, and tracking
applicants; selecting; and offering jobs or rejecting
candidates (Cappelli, 2011). Hence, the rising
significance of virtual recruitment, like pre-recorded
video interviews, has gained popularity in recent years.
Campus recruitment is a form of recruitment where
businesses find and hire recent graduates for
internships or full-time job openings. Hence, to draw in
top talent, this strategy entails having a presence on
college campus drives or hiring drives. Also, interacting
with students through a range of activities and events.
Recruiting on campus can take many different forms,
including participating in employment fairs, organising
on-campus activities, supporting student clubs, and
providing
internship
and
co-opportunities.
Organisations can engage with kids through these
events, teach them about the business and its culture,
and gauge their potential as future employees (Nel et
al., 2019).
Referral recruitment is one of the most important
employee engagement platforms for employees. Using
referral recruitment types by giving credits and
benefits to the employee on their referral recruiting
will happen fast. On the other hand, it encourages staff
in their work. Also, recruiters and companies can use
this method from time to time to source trustworthy
employees via referral. A referral program may be
aggressively promoted to employees through internal
communication channels, offer monetary rewards for
successful recommendations, offer employees user-
friendly referral portals, or use any number of other
strategies. Further, this source enhances the
effectiveness of recruitment. HR managers offer various
incentives/rewards, including cash incentives, to the
current employees for referring the best candidates
(Rajarao, 2010).
Employment agencies, sometimes referred to as labour
brokers, even though they can face criticism from labour
unions, tend to be fast and efficient in recruiting
applicants for specialised positions. For a fee collected
from either the employee or the employer, usually the
employer, these agencies do some preliminary
screening for the organisation and put that organisation
in touch with applicants. Private employment agencies
differ considerably in the level of service, costs, policies,
and types of applicants they provide. Employers can
reduce the range of possible problems from these
sources by giving a precise definition of the position to
be filled (Sims, 2012).
Labour offices are sources of certain types of workers
within an organisation. In some industries, such as
construction, unions have traditionally supplied workers
to employers. A labour pool is generally available
through a union, and workers can be dispatched to
particular jobs to meet the needs of the employers. In
some instances, the union can control or influence
recruiting and staffing needs. An organisation with a
strong union may have less flexibility than a non-union
company in deciding who will be hired and where that
person will be placed. Unions also can work to an
employer’s advantage through cooperative staffing
programs, as they do in the building and printing
industries (Keshav, 2013).
Headhunting is a recruitment strategy that involves
identifying and approaching individuals for jobs. For
example, individuals who are employed in other
companies and intending to recruit them for a job
opening. Interestingly, this approach is typically used to
target highly skilled, experienced, or specialised
candidates. Also, who may not be actively looking for a
job. Walk-in interviews involve inviting candidates to
attend interviews without prior appointments. This type
of recruitment is common in industries such as retail,
hospitality, and customer service. Walk-in interviews
offer several advantages, including faster recruitment
processes as well as low recruitment costs or screening.
However, walk-in interviews also have some
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disadvantages, including the risk of unqualified or
unsuitable candidates. Also, the need for additional
screening and verification processes. Recruitment
types vary across different organisations and
industries. Hence, each type of recruitment practice
has
its
advantages
and
disadvantages.
So,
organisations need to choose the best recruitment
types that align with their business objectives and
organisational culture. It is important to adopt and
partner with proper recruitment tools and strategies
for it to be successful.
METHODOLOGY
The survey research design using the mixed methods
was chosen for the study. The population of the study
is comprised of all the staff and administrators in the
universities of Buea and Bamenda, which are the two
Anglo-Saxon state universities in Cameroon. The target
population of the study consists of full-time lecturers
irrespective of their faculties and departments in the
University of Buea and Bamenda with an accessible
population of 456 academic staff and administrators
selected from six faculties in the Universities of Buea,
and four faculties from the University of Bamenda. The
sample size consists of 10 administrators and 234
lecturers drawn from six faculties were selected from
the University of Buea, and a sample of 10
administrators and 202 lecturers drawn from four
faculties were selected from the University of
Bamenda. This gave a total sample size of 456
participants, with 20 administrators and 436 full-time
lecturers being the sample size of the study in relation
to the total population of 1014 respondents. The four-
point Likert scale response option questionnaires were
used for data collection from lecturers, while the
instruments for administrators were structured
interview. Data from the questionnaires was analysed
using SPSS 23.0, with the aid of descriptive and
inferential statistical tools while the interview was
analysed thematically. The Spearman’s rho was used to
test the lone research hypotheses formulated in the
study.
FINDINGS AND DISCUSSION
This section presents the findings of the study from data
successfully collected from 431 lecturers and 20
administrators from two state universities in Cameroon
on recruitment and selection and their impact on
teachers’
effectiveness in public Anglo-Saxon higher
education institutions of Cameroon. The returned rate
of questionnaires for lecturers stood at 98.7%, while
that for administrators was 100%. All statistics are
presented at a 95% confidence interval with an error
margin set at 0.05. Quantitative data are displayed in
two formats: a stretched format showing frequencies
and percentages based on a four-point scale, and a
collapsed format that combines "strongly agree" and
"agree" into "Agree," while "disagree" and "strongly
disagree" are combined into "Disagree" for clearer
interpretation of responses.
The relationship between recruitment and selection
and teacher’s effectiveness in public Anglo
-Saxon
higher education institutions in Cameroon
The tables below depict
lecturers’ opinions on
recruitment and selection and teachers’ effectiveness.
Table 1: Lecturers’ opinions on Recruitment and Selection in Higher Education
Statements
Stretched
Collapsed
SA
A
D
SD
SA/A
D/SD
Qualifications of lecturers have an impact on students’
performance
187
(43.3%)
244
(56.6%)
0
(00.0%)
0
(00.0%)
431
(100%)
0
(00.0%)
Advertising academic staff vacancies on appropriate
media is the major tool to attract the right candidates with
required qualifications and experience
187
(43.4%)
244
(56.6%)
0
(00.0%)
0
(00.0%)
431
(100%)
0
(00.0%)
Head hunting is practised as part of the recruitment and
selection process
127
(29.5%)
141
(32.7%)
148
(34.3%)
15
(3.5%)
268
(62.2%)
163
(37.8%)
The current recruitment and selection process is assisting
to employ the right candidates to meet the intended
objectives
83
(19.3%)
111
(25.8%)
163
(37.8%)
74
(17.2%)
194
(45.0%)
237
(55.0%)
The recruitment and selection process is ensuring privacy
and observance of equal opportunity legislation.
76
(17.6%)
160
(37.1%)
39
(9.0%)
156
(36.2%)
236
(54.8%)
195
(45.2%)
Low salaries and limited benefits are affecting the
recruitment and selection of qualified academic staff
69
(16.0%)
158
(36.7%)
173
(40.1%)
31
(7.2%)
227
(52.7%)
204
(47.3%)
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Cultural background play a significant role in the
recruitment and selection process of lecturers in your
faculty
205
(47.6%)
226
(52.4%)
0
(00.0%)
0
(00.0%)
431
(100%)
0
(00.0%)
The recruitment and selection process is ensuring
conformity to legal requirements as required by your
institution
87
(20.2%)
147
(34.1%)
39
(9.0%)
158
(36.7%)
234
(54.3%)
197
(45.7%)
The recruitment and selection policy of establishment
ensures consistency in hiring staff and reducing the risk of
bias or discrimination.
135
(00.0%)
261
(60.6%)
19
(4.4%)
16
(3.7%)
396
(91.9%)
35
(8.1%)
Applicants who are graduates from Teachers’ Training
Colleges are giving priority during recruitment because of
their mastery of pedagogy
28
(6.5%)
146
(33.9%)
112
(26.0%)
145
(33.6%)
174
(40.1%)
257
(59.6%)
Multiple Responses Set (MRS)
1184
(27.5%)
1838
(42.6%)
693
(16.1%)
595
(13.8%)
3022
(70.1%)
1288
(29.9%)
n=431
In aggregate, a significant majority (70.1%) of lecturers
believe that recruitment and selection processes
directly influence teacher's effectiveness in public
Anglo-Saxon
higher
education
institutions
in
Cameroon. This perspective is supported by the
consensus among all 431 lecturers surveyed, who
acknowledged that the qualifications of lecturers
significantly
impact
student
performance.
Furthermore, the recognition of cultural background as
a crucial factor in the recruitment and selection
process highlights the need for institutions to consider
diversity and inclusivity when hiring academic staff.
The emphasis on advertising academic vacancies
through
appropriate
media
underscores
the
importance of strategic recruitment practices to
attract qualified candidates. This aligns with the
findings of Fong-Yee (2013), who noted that effective
recruitment strategies are essential for improving
teacher quality, which in turn enhances student
learning outcomes. Therefore, the data suggests that a
well-structured recruitment and selection process is
vital for fostering effective teaching and improving
overall educational quality in these institutions.
Also, findings reveal that a substantial majority of
lecturers 396 (91.9%) believe that the recruitment and
selection policy of their institutions promotes
consistency in hiring practices while minimizing the risk
of bias or discrimination. This perception is crucial, as
it indicates that the established policies are perceived
to uphold fairness and equity in the hiring process,
which is essential for fostering a diverse and inclusive
academic environment. Additionally, the practice of
headhunting, reported by 268 (62.2%)of lecturers,
suggests that institutions are actively seeking out
qualified candidates, which can enhance the quality of
teaching staff. Furthermore, the fact that 236 (54.8%)
of lecturers feel that the recruitment and selection
process ensures privacy and adheres to equal
opportunity legislation underscores the importance of
compliance with legal standards in hiring practices. This
aligns with the findings of Scott (1914), who emphasized
that structured recruitment processes not only enhance
organizational effectiveness but also promote fairness
and reduce discrimination in hiring. Therefore, these
results highlight the critical role of recruitment and
selection policies in shaping a competent and equitable
academic workforce in public Anglo-Saxon higher
education institutions in Cameroon.
Furthermore, findings indicate that just over half of the
lecturers 234 (54.3%) believe that the recruitment and
selection process adheres to legal requirements set by
their institutions, which is essential for maintaining
compliance and ethical standards in hiring practices.
This conformity to legal frameworks is crucial in
ensuring that recruitment processes are fair and
transparent, thereby fostering trust among potential
candidates. However, the concern raised by 227 (52.7%)
of lecturers regarding low salaries and limited benefits
affecting the recruitment of qualified academic staff
highlights a significant barrier to attracting top talent.
This situation reflects broader trends in higher
education, where financial incentives play a critical role
in recruitment strategies. According to Hafeez (2021),
competitive compensation packages are vital for
attracting and retaining qualified educators, as they
directly influence job satisfaction and commitment.
Therefore, while adherence to legal requirements is
important, addressing the financial constraints faced by
institutions is equally critical to enhance the
effectiveness of recruitment and selection processes
and ensure that qualified candidates are drawn to the
academic workforce.
The findings reveal a significant disconnect between the
perceived effectiveness of the recruitment and
selection process and the actual prioritization of
candidates from teachers' training colleges. Specifically,
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257 (59.6%) of lecturers disagreed that graduates from
these institutions are favored due to their mastery of
pedagogy, suggesting that the recruitment process may
not adequately recognize the pedagogical skills that
these candidates possess. This is concerning, as
effective teaching is often linked to a strong foundation
in pedagogical principles, which are typically
emphasized in teacher training programs. Additionally,
237 (55.0%) of lecturers expressed skepticism about
the current recruitment and selection process's ability
to employ the right candidates to meet institutional
objectives. This skepticism raises questions about the
alignment of recruitment practices with the strategic
goals of the institutions, indicating a potential gap in
the effectiveness of the hiring process. According to
Hattie (2009), the quality of teaching significantly
impacts student outcomes, and thus, ensuring that the
right candidates are selected is crucial for educational
success. Furthermore, Albaroudi (2024) emphasizes
that recruitment strategies must be designed to attract
qualified educators who can meet the specific needs of
the institution. Therefore, while (70.1%)of lecturers
believe that recruitment and selection are well
executed, the concerns raised highlight the need for a
more nuanced approach that prioritizes pedagogical
expertise and aligns hiring practices with educational
objectives.
The tables below depict administrators’ opini
ons on
recruitment and selection and teachers’ effectiveness.
Table 23: Administrators Opinion if the current recruitment and selection process help in the employment of
the right candidates to meet the intended objectives
Does the current recruitment and
selection process in your faculty help
in the employment of the right
candidates to meet the intended
objectives?
Themes
Quotations
Yes
MINESUP
framework
The MINESUP framework is often strictly followed up
Because the ministerial policy of selection is always followed.
It does because the criteria used for selection is given by the Ministry and
applied by the authorities in the university.
Yes because Higher Education has modalities.
It does because only the best candidates are selected.
Yes because the Ministerial laid down selection criteria is universal and
highly respected.
Yes because there is a universal procedure from the ministry to follow.
University
criteria
Yes, this is because the university criteria for selection are always followed.
Yes due to the implementation of the university selection policy.
Because there is a common procedure to follow by the university.
Yes because recruitment and selection start from the base.
No
Favoritism
Not quite because in some cases some less qualified staff are favoured.
Not really due to tribalism and unjust Favouritism of some candidates.
Not quite because of interpersonal relationship and favouritism.
Not really because a candidate shortlisted at the faculty can later be rejected
and vice versa dure to favouritism
Influence
of
some
hierarchy
Not quite because of the influence of some hierarchy who may have
particular interest on some candidates.
Not really because despite MINESUP selection modalities, there are several
bottle necks in the process.
The findings indicate that administrators perceive the
current recruitment and selection process as effective
in employing the right candidates to meet institutional
objectives, largely due to adherence to the MINESUP
framework
and
university-specific
criteria.
Administrators emphasized the importance of
following established guidelines, stating, “The
MINESUP framework is often strictly followed up
because the ministerial policy of selection is always
followed,” which underscores the role of governmental
policies in shaping recruitment practices. This
adherence to a structured framework is crucial for
ensuring that selection criteria are consistently applied,
thereby enhancing the likelihood of hiring candidates
who align with the institution's goals. Additionally, the
affirmation that “the university criteria for selection are
always followed” highlights the importance of
institutional policies in guiding recruitment efforts.
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According to Leppin (2021), structured recruitment
processes
not
only
improve
organizational
effectiveness but also ensure that the right candidates
are selected based on clear and consistent criteria.
Furthermore,
Stafford-Cotton (2021)notes
that
effective recruitment practices are essential for
achieving educational objectives, as they directly
influence the quality of teaching and learning
outcomes. Therefore, the administrators' confidence
in the recruitment process reflects a broader
understanding of the importance of systematic
approaches in hiring, which are vital for meeting the
intended objectives of higher education institutions.
On the other side, findings indicate a significant
concern among some administrators regarding the
effectiveness of the current recruitment and selection
process, as they believe it fails to employ the right
candidates to meet institutional objectives. This
skepticism stems from perceptions of favoritism and
hierarchical influences that undermine the integrity of
the selection process, even within the framework
established by MINESUP. As noted, “the current
recruitment and selection process is full of favouritism
and is influenced by some hierarchy,” suggesting that
personal connections and power dynamics may
overshadow merit-based criteria. Such issues can create
bottlenecks that hinder the recruitment of qualified
candidates, as highlighted by the challenges of
decentralized hiring and manual candidate screening,
which can lead to inconsistencies and subjective
decision-making. In this context, it is crucial to address
these bottlenecks to ensure that recruitment practices
align with the intended objectives of higher education
institutions. According to Buchanan (2012), effective
recruitment strategies must be free from bias and
favoritism to attract and retain qualified educators who
can contribute positively to student outcomes.
Therefore, while the MINESUP framework provides a
structured approach, the presence of favoritism and
hierarchical influences poses significant challenges that
need to be addressed to enhance the overall
effectiveness of the recruitment and selection process.
Table 24: Administrators Opinion if the recruitment and selection policy ensure consistency in hiring staff and
reducing the risk of bias or discrimination
Themes
Quotations
Evaluation sheet
There is an evaluation sheet by the central administration that is used to evaluate candidates with clear criteria.
Only staff who are well qualified are recruited and because of this they put in their best given that they have the
expertise.
Candidates in my faculty go through a skill tests, cognitive ability tests, and personality assessments that is
always design to minimize bias.
An evaluation form from the central administration is always respected to eliminate bias.
Guiding
principles
Guiding principles are set down by the Ministry and the Ministry sends representatives to ensure that the
principles are respected.
The faculty always goes for the best candidates
Consistency is ensured by various instances involve during the recruitment process.
The interview organised always help in the selection of the best candidates.
The different evaluation exercise always help in the selection of outstanding candidates.
Respect
of
recruitment
criteria
There is high respect of recruitment criteria established by the Ministry of Higher Education.
The stipulated recruitment criteria are always highly respected.
Identifying information such as names, ages, and other personal details from resumes of a candidate are always
remove before reviewing them. This practice helps eliminate unconscious biases related to ethnicity, gender and
age. As a result, recruiters’ always focus solely on the candidate’s qualifications and experience.
Recruitment
team
My faculty always create a new recruitment panel during different recruitment period to avoid bias and
discrimination.
A diverse panel is always created to foster a more inclusive atmosphere during the interview process.
An interview is always organised to enable the faculty to get the best candidate.
Recruitment team are always provided with training on unconscious bias and its impact on hiring decisions.
Social media
Information about the recruitment and selection process are send to social media and radio houses for
advertisement.
Information about vacancies are made known to the general public through advertisement on social media.
The findings indicate that some administrators believe
the recruitment and selection policy in their faculties
effectively ensures consistency in hiring staff and
reduces the risk of bias or discrimination. This belief is
supported by several mechanisms in place, including the
use of evaluation sheets, skill tests, and adherence to
guiding principles set by the Ministry. Those who
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mentioned that an evaluation sheet provided by the
central administration is utilised to assess candidates
based on clear criter
ia. “There is an evaluation sheet
by the central administration that is used to evaluate
candidates with clear criteria; candidates in my faculty
go through skill tests, cognitive ability tests, and
personality assessments that are always designed to
minim
ise bias.” This structured approach helps ensure
that only well-qualified staff are recruited, which can
enhance the overall quality of teaching and learning
within the institution. By having defined criteria, the
recruitment process becomes more objective,
minimising the potential for bias in hiring decisions.
The use of evaluation sheets not only aids in selecting
qualified candidates but also encourages those hired
to perform at their best, as they are aware that their
expertise is being recognised and valued. This can lead
to improved job satisfaction and performance among
faculty members. The administrators noted that
candidates in their faculties undergo various
assessments, including skill tests, cognitive ability
tests, and personality assessments. These tests are
designed to evaluate candidates objectively and
minimise bias in the selection process. Research
supports the use of such assessments, as they can
provide valuable insights into a candidate's suitability
for a role beyond what is captured in interviews or
resumes (Hewage, 2023). Some administrators
highlighted that guiding principles established by the
Ministry of Higher Education (MINESUP) are strictly
followed during the recruitment process. The presence
of ministry representatives ensures that these
principles are respected, which adds an additional
layer of accountability and consistency to the hiring
process. This oversight helps to reinforce the
commitment to fair and equitable recruitment
practices. The emphasis on seeking the best candidates
at various stages of the recruitment process further
supports the notion of consistency. By prioritising
qualified individuals, faculties can enhance their
academic standards and ensure that they are meeting
their educational objectives effectively (Greenhill,
2010).
Also, administrators emphasised that the recruitment
criteria set by MINESUP are highly respected within
their faculties. This adherence is crucial for maintaining
a standardised approach to hiring, which helps to
ensure that all candidates are evaluated based on the
same benchmarks. Research indicates that clear and
consistent criteria can significantly reduce the
potential for bias in recruitment processes (Rajarao,
2010). By following these established criteria, faculties
can effectively mitigate unconscious biases related to
ethnicity, gender, and age. When recruitment decisions
are based on objective qualifications and experience
rather than subjective perceptions, the likelihood of
discrimination decreases. Studies have shown that
structured recruitment processes that emphasise
qualifications over personal characteristics can lead to
more equitable hiring outcomes (Kubiak, 2023). As a
result of the rigorous application of recruitment criteria,
administrators noted that recruiters focus solely on
candidates' qualifications and experience. This merit-
based approach not only enhances the quality of hires
but also fosters a more inclusive environment where all
candidates have an equal opportunity to succeed based
on their capabilities. Research supports the notion that
a focus on qualifications can lead to improved
organisational performance and employee satisfaction
(Opatha, 2010).
Similarly, administrators noted that their faculties
create new recruitment panels for each recruitment
period. This practice helps to ensure that different
perspectives are included in the hiring process, which
can reduce the risk of bias. By rotating panel members,
faculties can minimise the influence of any individual
biases that may arise from having the same people
involved in multiple recruitment cycles. Research
suggests that diverse hiring panels can lead to more
equitable outcomes and better decision-making
(Munyoro et al., 2016). The organisation of structured
interviews is another key strategy mentioned by
administrators. Structured interviews, where all
candidates are asked the same set of predetermined
questions, can help ensure that evaluations are based
on consistent criteria. This approach not only enhances
fairness but also allows for a more objective assessment
of candidates’ qualifications and fit for the role. To
further reduce bias and discrimination, faculties
advertise their recruitment processes through social
media and radio. By disseminating information about
vacancies to the general public, they increase the pool
of applicants and ensure that opportunities are
accessible to a broader audience. This transparency can
help attract diverse candidates and promote inclusivity
in the hiring process. Utilising social media and radio for
recruitment not only informs potential candidates
about job openings but also engages the community.
This outreach can enhance the institution's reputation
and demonstrate a commitment to fair hiring practices,
as it shows that the faculty is actively seeking qualified
candidates from various backgrounds (Darling-
Hammond, 2000).
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Table 25: Administrators Opinion on how the recruitment and selection process contribute in enhancing
teaching effectivenes
Themes
Quotations
Improve
Productive
Only the qualified candidates in the required area of specialization are selected. Hence maximum output is
expected from them and this is confirmed from feedback we have from the students.
Recruiting good teachers directly contributes to teaching effectiveness by ensuring that classrooms are led by
individuals with the necessary skills, knowledge, and passion for education.
When qualified staff are selected and recruited, it is obvious that they will deliver the goods and perform their
best.
The objective is always to recruit qualified staff and this is always the key criteria for selection bringing about
proactivity.
The teachers selected are always very productive.
Improve student’s
outcome
Recruiting high quality lecturers contribute in impacting student learning, and ultimately improve overall
student outcomes.
The lecturers recruited always do their best to ensure efficiency and effectiveness in the teaching learning
process.
The recruitment criteria from MINESUP are higher respected so as to have the best teachers to improve
student’s outcome.
Getting qualified teachers helps to increase students’ engagement.
It enhances quality feedback from students.
Contributes in helping students achieve their learning goals.
Respect field
Only those qualified are recruited in respective specialties.
Those qualified are recruited in respective field.
The selection of qualified staff always gives room for division of labour.
Collaboration
Division of labour and collaborative teaching.
The newly recruited staff always bring in an extra forceof collaboration that the faculty needs.
It gives an opportunity for division of labour.
The findings indicate that the recruitment and
selection process play a crucial role in enhancing
teaching effectiveness and productivity by ensuring
that only qualified candidates in the required areas of
specialization are selected. This approach is essential
as it leads to maximum output from educators, which
is corroborated by positive feedback from students. As
one administrator noted, “recruiting good teachers
directly contributes to teaching effectiveness by
ensuring that classrooms are led by individuals with
the necessary skills, knowledge, and passion for
education.” This aligns with the assertion by Koontz
(2014) that the quality of teaching significantly impacts
student
learning
outcomes,
emphasizing
the
importance of hiring educators who possess both
expertise and enthusiasm for their subjects.
Moreover, the recruitment of high-quality lecturers is
seen as instrumental in impacting student learning and
improving overall student outcomes. Administrators
highlighted that “the lecturers recruited always do
their best to ensure efficiency and effectiveness in the
teaching-
learning process.” This sentiment reflects the
understanding that effective recruitment not only fills
vacancies but also enhances the educational experience
for students. Ingersoll (2001) supports this view, stating
that effective recruitment strategies are vital for
attracting qualified educators who can positively
influence student achievement. When institutions
prioritize the hiring of skilled lecturers, they create an
environment conducive to learning and academic
success.
Additionally, the findings suggest that recruiting
qualified individuals allows for a division of labor, which
can lead to more specialized and effective teaching
practices. As some administrators pointed out, “newly
recruited staff always bring in an extra force of
collaboration that the faculty needs.” This collaborative
spirit fosters a supportive academic community where
educators can share best practices and resources,
ultimately benefiting students. According to Scott
(1914), structured recruitment processes enhance
organizational effectiveness by ensuring that the right
candidates are selected based on clear criteria, which in
turn promotes collaboration and innovation within
educational institutions. Therefore, the recruitment and
selection process is not merely a procedural formality
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but a strategic component that significantly
contributes to teaching effectiveness and productivity.
Verification of Hypothesis
Ho:
There is no significant relationship between
recruitment and selection and teachers’ effectiveness
in public Anglo-Saxon higher education in Cameroon.
Ha:
There is a significant relationship between
recruitment and selection and teachers’ effectiveness in
public Anglo-Saxon higher education in Cameroon.
Table 27: Relationship between recruitment and selection and teachers’ effectiveness in public Anglo
-Saxons
higher education of Cameroon
Recruitment and Selection
Teacher’ Effectiveness
Spearman's
rho
R-value
1.000
.839
**
p
-value
.
.000
N
431
431
**. Correlation is significant at the 0.01 level (2-tailed)
The hypothetical statistics showed that there is a
significant, positive, and very strong relationship
between recruitment and selection and teachers’
effectiveness in public Anglo-Saxon higher education in
Cameroon (R-value 0.839**, p-value < 0.000 < 0.05).
The positive sign of the correlation value implies that
proper and adequate recruitment and selection will
contribute to the enhancement of teachers’
effectiveness in public Anglo-Saxon higher education in
Cameroon. Thus, the null hypothesis was rejected
while the alternative that states there is a significant
relationship between recruitment and selection and
teachers’ effectiveness in public Anglo
-Saxon higher
education in Cameroon was accepted.Effective
recruitment and selection processes ensure that only
qualified and competent candidates are hired. This is
essential for maintaining high teaching standards and
improving student outcomes. Research shows that the
quality of teachers directly impacts student learning
and
achievement
(Fong-Yee,
2013).
Proper
recruitment practices help align the skills and
competencies of lecturers with the strategic goals of
the institution. When lecturers possess the necessary
qualifications and fit the institutional culture, they are
more likely to perform effectively and contribute
positively to the educational environment. A strong
recruitment and selection process not only attracts
qualified candidates but also helps in retaining
effective teachers. When teachers feel that they are
part of a well-structured and supportive environment,
they are more likely to remain in their positions, which
contributes to overall institutional stability and
effectiveness (González Gómez, 2019).
CONCLUSION AND RECOMMENDATION
In conclusion, the findings of this study underscore a
significant majority of lecturers (70.1%) believe that the
recruitment and selection process substantially
influence teaching effectiveness in public Anglo-Saxon
higher education institutions in Cameroon. The findings
underscore the critical role that qualified lecturers play
in enhancing student performance, with effective
advertising and appropriate selection methods being
paramount in attracting candidates with the necessary
qualifications and cultural backgrounds. While many
administrators acknowledge adherence to the MINESUP
framework and university criteria, concerns regarding
favoritism and hierarchical influences suggest that the
recruitment process may not be entirely free from bias.
Nevertheless, the strong correlation (R-value of 0.839)
between recruitment and selection practices and
teacher effectiveness highlights the importance of
proper hiring procedures in achieving educational
objectives.The performance management theory
posited by Walter D. Scott emphasizes that structured
recruitment processes are essential for organizational
success, advocating that “the right people must be
placed in the right positions” (Scott, 1914). This theory
aligns with the study’s findings, as it suggests that
effective recruitment and selection directly contribute
to improved teaching outcomes by ensuring that
qualified individuals are appointed. Scott's insights into
systematic recruitment processes point to the necessity
of clear criteria and evaluation methods to mitigate bias
and enhance the overall effectiveness of educational
institutions. Ultimately, the study underscores the need
for continuous improvement in recruitment practices to
foster a more effective teaching workforce, thereby
ensuring that public Anglo-Saxon higher education
institutions in Cameroon can meet their intended
educational objectives.In this regard the researcher
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The American Journal of Social Science and Education Innovations
generally recommended that institutions should
priorities the recruitment processes to enhance
educational outcomes. This can be achieved through;
Implementing stringent selection criteria that assess
both
academic
qualifications
and
teaching
competencies
can
lead
to
better
hiring
decisions.Providing ongoing training and development
opportunities for newly recruited lecturers can further
enhance
their
effectiveness
in
the
classroom.Establishing feedback systems that allow for
the evaluation of teaching effectiveness can help in
refining recruitment and selection processes over
time.
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