The Influence of General Pedagogical Knowledge of Experienced and Novice Teachers on Students’ Learning Interest in Secondary Schools in Bamenda Municipality

The Influence of General Pedagogical Knowledge of Experienced and Novice Teachers on Students’ Learning Interest in Secondary Schools in Bamenda Municipality

Fozo Rose Azah, Agborbechem Peter Tambi, Nji Roland Angu

Department of Teacher Education, Faculty of Education, The University of Bamenda

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000429

Received: 12 August 2025; Accepted: 20 August 2025; Published: 15 September 2025

ABSTRACT

This study examined how general pedagogical knowledge among novice and experienced geography teachers influences students’ learning interest in Bamenda Municipality, Cameroon. Using a causal-comparative (ex post facto) mixed-methods design, data were collected from 250 Form Four students, 88 geography teachers (39 novice, 49 experienced), nine classroom observations, and five interviews with school administrators. Quantitative analysis using descriptive statistics and independent samples t-tests showed no significant difference in teachers’ self-rated pedagogical knowledge (M = 18.91 vs. 18.04; p = 0.198) or students’ reported learning interest (M = 12.83 vs. 13.29; p = 0.130). Qualitative findings however revealed that experienced teachers applied their knowledge more effectively, managing classrooms confidently, contextualizing content, and sustaining engagement, while novice teachers relied more on digital tools and interactive techniques. The study concludes that practical application, rather than theoretical competence alone, drives student interest in geography and recommends strengthening practicum-based teacher preparation, formal mentorship, and continuous professional development.

Keywords: pedagogical knowledge, novice teachers, experienced teachers, students’ learning interest, geography education, Bamenda Municipality, teacher competence.

INTRODUCTION

Teachers’ pedagogical knowledge is a critical component of professional competence, shaping how effectively students engage with and sustain interest in learning (Girma, 2022; Blömeke et al., 2015). In geography education, where abstract concepts such as ecosystems, climate patterns, and spatial relationships must be made relatable, strong pedagogical knowledge enables teachers to design learning environments that foster curiosity and participation (Shulman, 1987). Experienced teachers often demonstrate greater flexibility and classroom management skills due to years of practice (Marzano & Pickering, 2003; Kunter et al., 2013), while novice teachers, despite recent training, may struggle to translate theory into practice (Ingersoll & Strong, 2011). At the same time, newer teachers sometimes adopt innovative and technology-driven strategies more readily (Darling-Hammond, 2006; Ertmer & Ottenbreit-Leftwich, 2010).

Within Bamenda Municipality, where secondary schools face diverse student needs, overcrowded classrooms, and limited resources (Awandia, 2021), effective application of pedagogical knowledge is especially vital. However, little is known about how differences between novice and experienced teachers affect students’ learning interest in this context. Existing studies largely examine general teacher effectiveness but provide limited evidence specific to geography education in Cameroon, particularly regarding how theoretical training translates into classroom practice. This study addresses this gap by assessing how variations in the pedagogical knowledge of novice and experienced geography teachers influence students’ learning interest, contributing to broader discussions on teacher preparation, mentorship, and ongoing professional development in the region.

Background to the Study

The evolution of pedagogical knowledge as a core dimension of teacher competence can be traced back to ancient educational systems, where early educators like the sophists in Greece emphasized rhetoric and reasoning in knowledge delivery (Opoku et al., 2020). During the Medieval period, instructional authority was grounded in religious orthodoxy, and teachers focused on rote learning. It was not until the Renaissance and Enlightenment periods that pedagogical strategies began to emphasize learner-centered instruction, critical thinking, and cognitive engagement (Yahaya et al., 2021; Ruth & Ramadas, 2019). The 20th century marked a major shift in how pedagogy was conceptualized. Pioneers like John Dewey (1897) advocated for experiential learning, arguing that teaching should stimulate curiosity and build on students’ experiences. His progressive model laid the groundwork for constructivist theories, which posit that learning is most effective when students actively engage with content in a meaningful context (Dewey, 1938; Vygotsky, 1978). These philosophical developments placed increased emphasis on teachers’ ability not just to know content, but to effectively teach it what would later be termed general pedagogical knowledge.

Shulman’s (1987) concept of pedagogical content knowledge (PCK) expanded the discussion by recognizing that effective teaching depends on a teacher’s ability to transform subject matter into instruction that students can understand. Shulman emphasized the importance of merging pedagogical skills with deep subject knowledge, arguing that good teaching requires both. In this context, general pedagogical knowledge includes classroom management, lesson planning, instructional strategies, and an understanding of student learning processes (Blömeke et al., 2015; Wilson, 1992). Pedagogical knowledge is a foundational element of teachers’ professional competence and is crucial for designing effective teaching practices that enhance students’ learning interest. It refers to teachers’ understanding of educational psychology, instructional strategies, assessment practices, and classroom management principles that are applicable across subject areas (Wilson, 1992; Girma, 2022). This body of knowledge enables teachers to plan and deliver instruction in a way that is engaging, developmentally appropriate, and responsive to the diverse needs of learners (Baumert et al., 2010).

According to Shulman (1987), pedagogical knowledge forms part of the broader framework of teacher competence, which includes both general pedagogical knowledge and pedagogical content knowledge (PCK). While PCK connects subject matter to effective teaching strategies, general pedagogical knowledge such as how to manage a class, motivate students, and assess understanding is indispensable in all disciplines, including geography. Teachers with strong pedagogical foundations are better able to stimulate students’ curiosity, participation, and motivation key indicators of learning interest (Kunter et al., 2013). Research evidence shows that experienced teachers are more likely to possess and apply advanced pedagogical skills compared to their novice counterparts. Experienced teachers, through years of trial and reflection, refine their ability to manage learning environments, differentiate instruction, and respond flexibly to classroom dynamics (Berliner, 2001; Voss, Kunter & Baumert, 2010). These qualities contribute significantly to increasing students’ interest in learning by making lessons more interactive, student-centered, and relevant.

Novice teachers typically those with less than five years of experience often enter the profession with theoretical training but limited practical application. They may struggle to adapt instructional strategies to learners’ needs or maintain consistent classroom routines, which can negatively affect students’ engagement (Feiman-Nemser, 2001; Ingersoll & Strong, 2011). A study by Marzano and Pickering (2003) found that classroom management, one of the core aspects of pedagogical knowledge, is often underdeveloped in early-career teachers, leading to reduced instructional time and lower student interest.

In the Cameroonian context, Ngong et al. (2023) report that traditional, teacher-centered methods are still prevalent in many classrooms, particularly among novice geography teachers. These methods, characterized by lecture-based instruction and rote memorization, often fail to capture students’ attention and imagination. Meanwhile, experienced teachers are more likely to implement active learning, project-based instruction, and the integration of real-life examples that make geography relevant to students’ lived experiences (Ndihokubwayo et al., 2020). Moreover, Chai, Koh & Teo (2019) argue that students are more inclined to develop learning interest when teachers demonstrate pedagogical adaptability adjusting content delivery based on student feedback, interest, and participation. Such responsiveness is often a strength of experienced teachers who have accumulated insights into student behavior and classroom dynamics over time.

Darling-Hammond also emphasized the importance of ongoing professional development to improve and expand GPK. Baumert and Kunter (2013) examined GPK in the context of teacher effectiveness. They proposed that GPK is essential for classroom management, instructional support, and creating a positive learning environment. Their research suggested that GPK is a significant predictor of student achievement, emphasizing its practical implications for teaching practice. Therefore, General pedagogical knowledge (GPK) encompasses the fundamental principles and practices of teaching that support effective instruction. It includes understanding student learning processes, classroom management, curriculum development, and assessment strategies. In this study GPK is increasingly recognized as a key indicator of teachers’ professional competence and a determinant of students’ academic success. This paper explores the relationship between GPK, teachers’ professional competence, and students’ learning outcomes in selected secondary schools in Bamenda. The theoretical foundations of GPK are rooted in constructivist learning theories, which emphasize the role of the teacher in facilitating knowledge construction (Brusilovsky & Millán, 2007).

According to Shulman (1986), GPK is essential for teachers to effectively convey subject matter and engage students in meaningful learning experiences. This knowledge allows educators to adjust their teaching strategies to meet diverse learning needs, thereby enhancing students’ academic performance (Darling-Hammond, 2000). Teachers’ professional competence is often assessed through their GPK, which serves as a foundation for effective teaching practices. A study by Adebayo (2019) highlights that teachers with a strong understanding of pedagogical theories and practices are more skillful at creating engaging learning environments that promote student participation. In Bamenda municipality, the proficiency of teachers in GPK has been interrelated to improved classroom dynamics and better student outcomes.

Teacher incompetence is an indicator of lacking occupational wellbeing and can have harmful effects for both teachers and students. Not surprisingly, much research has focused on understanding the backgrounds and consequences of job stress, as well as on possibilities for prevention. Relatively recently, researchers have proposed that teachers’ GPK, that is, their professional knowledge about general aspects of the instructional process and about their students can have positive implications not only for Pedagogical content knowledge (PCK) also increase motivational abilities.

The impact of teachers’ GPK on students’ learning outcomes is significant. Research indicates that students taught by teachers with high levels of GPK tend to perform better academically (Hattie, 2009).  This correlation underscores the importance of investing in teacher professional development focused on GPK. Moreover, students benefit from teachers who employ diverse instructional strategies well-informed by GPK. For example, differentiated instruction, which modifies teaching methods to accommodate varying student abilities, has been shown to enhance student learning (Tomlinson, 2001). So if teachers engaged in this method in secondary schools in Bamenda, such approaches will have led to increased student motivation and engagement, resulting in improved academic performance.  General pedagogical knowledge is a vital component of teachers’ professional competence and plays a crucial role in shaping students’ learning outcomes. In the context of Bamenda municipality, enhancing teachers’ GPK through professional development initiatives can lead to significant improvements in classroom practices and student performance. As educational stakeholders continue to prioritize teacher training, the focus on GPK will be essential in fostering a more effective and responsive educational environment. For geography teachers, GPK involves using active teaching methods like group discussions, case studies, and problem-solving tasks to make lessons engaging. Novice teachers may rely more on theoretical knowledge, while experienced teachers apply practical classroom-tested strategies to maintain students’ attention and participation.

Statement of the Problem

Despite increasing attention to teacher training and educational reforms in Cameroon, many geography lessons especially in areas like physical geography and map reading often fail to capture students’ attention and imagination. In Bamenda Municipality, this problem is especially acute, as evidenced by declining student engagement, low participation in classroom activities, incomplete assignments, and no feeling of pleasure in learning geography. One core issue underlying this disengagement may stem from variation in pedagogical knowledge between novice and experienced teachers. This study seeks to address this critical gap by examining the extent to which the pedagogical knowledge of experienced and novice geography teacher’s influences students’ learning interest in secondary schools in Bamenda Municipality. Understanding this relationship is vital for informing teacher education programs, mentorship practices, and targeted professional development that can improve classroom engagement and learning outcomes in geography.

Objective of the Study

The objective of the study is to examine the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality.

Research Question

What is the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality?

Research Hypotheses

• H₀: There is no significant difference in the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality.
• Hₐ: There is a significant difference in the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality.

METHODOLOGY

This study adopted a causal-comparative (ex post facto) design to examine how the pedagogical knowledge of novice and experienced geography teachers influences students’ learning interest in Bamenda Municipality. The target population comprised geography teachers and Form Four students in selected secondary schools. The sample included 88 teachers (39 novices and 49 experienced) and 250 Form Four students, drawn proportionately from a total of 1,122 students across nine schools. Purposive sampling was used to select schools and classify teachers by years of experience, while stratified random sampling ensured proportional selection of students. Cluster sampling was applied to observe intact classrooms.

Data were collected using four instruments: The Teacher Pedagogical Knowledge Questionnaire, Students’ Learning Interest Scale, Classroom Observation Checklist, and Semi-Structured Interview Guide for Heads of Department and school administrators. Instruments were piloted in a similar setting, refined for clarity, and tested for reliability using Cronbach’s alpha, with values above 0.70 accepted. Teachers completed questionnaires before classroom observations to minimize bias, and each teacher was observed during at least three lessons on topics such as ecosystems, map reading, and world regions. Interviews were conducted in quiet settings, recorded with consent, and transcribed for thematic analysis.

Quantitative data were analyzed with SPSS using descriptive statistics (frequencies, means, and standard deviations) and an independent samples t-test to compare students’ learning interest between the two teacher categories. Qualitative data from classroom observations and interviews were analyzed thematically to complement the quantitative findings. The study adhered to the ethical standards of the University of Bamenda, with formal clearance obtained and informed consent secured from all participants.

PRESENTATION OF FINDINGS

Research Question: What is the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality?

Table 1: Summary Mean score of items on teacher’s General pedagogical knowledge of experienced geography teachers

The findings in Table 1 indicate general pedagogical knowledge of experienced teachers having a total mean score of 18.14 which suggest that most experienced teachers have all the necessary competence to influence students’ learning interest.

Table 2: Mean score of items on teacher’s General Pedagogical Knowledge of Novice geography teachers

The findings in Table 2 indicate general pedagogical knowledge of novice teachers having a total mean score of 18.89 which suggest that most novice teachers have all the necessary competence to influence students’ learning interest and slightly above experienced teachers in terms of competences. To compare the two groups pedagogical competence, both manage classroom activities effectively to maintain student engagement. But novice score 2.63 slightly lower than experienced with 2.64. with regard to different teaching strategies to accommodate various learning styles novice score 3.11 and experienced score 2.78. These results suggest that while novice teachers may possess stronger theoretical grounding, experienced teachers are more effective in translating pedagogical knowledge into stimulating classroom practices.

With respect to adapt of teaching based on students’ understanding and feedback, structure of lessons in a way that enhances student learning, regularly assess students using diverse evaluation methods and provide timely and constructive feedback to student’s novice teachers score range from 2.83 to 2.53 while experienced teachers score range from 2.79 to 2.43. These results suggest that both novice and experienced teachers have opportunities to attend workshops, seminars, and in-service training provided by the Ministry of Secondary Education. These platforms promote ongoing professional learning and may equalize pedagogical skills over time. Novice teachers often bring enthusiasm, energy, and a strong desire to make an impact in their early years of teaching. This enthusiasm may drive them to implement innovative teaching strategies and invest effort in lesson planning, thus matching or surpassing older teachers in some areas.

Table 3: Comparing the influence of General pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality

The results in Table 3 show that novice teachers (Mean = 18.91, SD = 2.78) scored slightly higher in general pedagogical knowledge compared to experienced teachers (Mean = 18.04, SD = 3.11). However, the small difference and overlapping confidence intervals (17.94–19.88 for novices; 17.13–18.95 for experienced teachers) suggest no significant variation in pedagogical knowledge between the two groups. The combined mean of 18.41 (SD = 2.99) indicates a generally moderate-to-high level of general pedagogical knowledge among teachers overall. This finding implies that both novice and experienced teachers demonstrate comparable mastery of basic teaching principles such as lesson organization, classroom management, and student engagement strategies.

Regarding students’ learning interest, those taught by experienced teachers recorded a slightly higher mean score (Mean = 13.29, SD = 2.68) than those taught by novice teachers (Mean = 12.83, SD = 2.27). Despite this difference, the overlapping confidence intervals (11.36–13.34 for novices; 12.03–14.78 for experienced teachers) indicate that the variation may not be statistically significant. The overall mean of 13.06 (SD = 2.45) reflects a moderate level of learning interest among students regardless of teacher experience. These findings suggest that while general pedagogical knowledge is similar across novice and experienced teachers, students’ learning interest is only marginally higher under experienced teachers, implying that additional factors such as teaching style, subject expertise, or teacher-student rapport may play a greater role in fostering student motivation.

Table 4. Interview Findings on the influence of Pedagogical Knowledge of Experienced and Novice Teachers on Students’ Learning Interest

The interview findings provide a vivid understanding of how the pedagogical knowledge of novice and experienced teachers influences students’ learning interest in secondary schools in Bamenda Municipality. The responses from the Geography Heads of Department (HODs) and the administrator reveal significant insights into teaching practices, student engagement, and classroom application of pedagogical knowledge.

Under the category of pedagogical knowledge, a clear distinction emerges between the teaching approaches of novice and experienced teachers. Interviewees consistently emphasized that experienced teachers possess the flexibility to adapt their instructional strategies based on real-time classroom dynamics. As R1 observed, experienced teachers “adjust their methods quickly when students lose focus,” unlike novice teachers who tend to adhere strictly to lesson plans. This rigidity among novice teachers was further described by R2, who noted that while novice teachers are well-trained, their delivery often lacks the practical finesse acquired through years of teaching. Their teaching can come across as “robotic,” reflecting a reliance on theory over practical application.

Regarding students’ learning interest, the data indicate that experienced teachers are more effective in sustaining student engagement. R3 highlighted that students are more likely to engage when lessons are relatable, a strength typically associated with experienced teachers who understand how to connect content with real-life situations. However, R4 introduced a more balanced view, pointing out that novice teachers bring fresh ideas, especially in technology use, which can spark interest. Yet, without adequate support, these innovations may fall short in maintaining consistent student engagement due to challenges in classroom implementation.

In terms of classroom practices and application, experienced teachers were seen as better equipped to manage classroom challenges and deliver differentiated instruction. R5 noted that experienced educators are often proactive in anticipating difficulties and adjusting lesson pacing. In contrast, novice teachers may become overwhelmed when the lesson does not unfold as expected. Still, the need for continuous training was underscored by R1, who acknowledged that while experienced teachers also benefit from professional development, novice teachers require closer mentorship to bridge the gap between theoretical knowledge and effective classroom execution.

Finally, the theme of perceived student impact revealed that students are more responsive to practical and relevant instruction. According to R2, experienced teachers are more adept at drawing these connections, which heightens student interest. However, R3 added that student engagement is not solely dependent on a teacher’s years of experience but also on their ability to build rapport and connect with learners. A passionate novice teacher, for instance, can at times outperform an experienced teacher who lacks enthusiasm.

Therefore, the interview responses suggest that while experience plays a crucial role in applying pedagogical knowledge effectively to foster student interest, it is not the sole determinant. The ability to engage students also hinges on a teacher’s relational skills, adaptability, and access to continuous professional support. Both novice and experienced teachers have strengths and gaps that must be addressed through targeted mentoring and training programs.

Observation Checklist Scores of Experienced Vs novice teachers in three geography lessons

Three lessons were observed (components of ecosystem (L1), equilibrium in ecosystem(L2) and natural regions of the world(L3) the table below shows the observation scores of novice and experienced teachers during three lessons in physical geography. Ratings were based on key pedagogical competences. To assess this descriptive statistic fourth Likert-scale items were computed. Each item was rated on a 4-point scale where4=Excellent, (E) 3=good (G), 2=satisfactory (S), 1= weak (W).

Table 5: Mean score of items on descriptive statistics showing findings from observation checklist of experience geography teachers to Assess Pedagogical Knowledge

Table 6: Mean score of items on descriptive statistics showing findings from observation checklist of novice geography teachers to Assess Pedagogical Knowledge

Findings from observation of novice and experienced teachers across three lessons findings suggest that both effectively manages classroom activities and transitions. Experienced teachers score 3.33 while novice score 3.00. In terms of teachers use of variety of instructional strategies to accommodate different learning styles experienced score 2.87 while novice score 2.67 slightly. With regard to teacher clearly explains the lesson objectives and content to students experienced teachers score 3.13 while novice score 3.33 suggesting that both masters lesson objectives and content. Based on teacher uses of formative assessments to gauge students’ understanding during the lesson experienced teacher scored 3.00 while novice scored 2.53 revealing that experienced teachers master formative assessment to gauge students’ understanding. Therefor novice teachers had a total score of 11.53 while experienced teachers score 12.33 Novice teachers were observed using maps, GIS, videos, and role play, which appealed to students’ curiosity and increased participation. Experienced teachers demonstrated more classroom control, deeper use of examples drawn from students’ environments, and confident delivery. Despite differences in style, both teacher groups employed learner-centered approaches such as questioning, group discussions, and feedback strategies.

Students’ Learning Interest Scale

Students rated their learning interest in physical geography and map reading. The total mean score for students taught by experienced teachers was (Mean =14.07), while for students taught by novice teachers, was (Mean =12.70). Students indicated that both novice and experienced teachers possessed pedagogical skills relevant to classroom teaching though a mean score exist between the two groups.

Table 7: Mean score of items on descriptive statistics showing findings of students’ learning interest taught by novice teachers

Table 8: Mean score of items on descriptive statistics showing findings of students’ learning interest taught by experienced teachers.

The findings in tables 7 and 8 showed students’ rating their learning interest and was compared in the two groups novice versus experienced geography teachers who taught them. Students taught by novice teachers had a total score of 12.83 while that of students taught by experienced teachers score 13.28 suggesting high levels of interest in geography lessons delivered by experienced teachers. Based on the item stating that students enjoy learning physical geography with their current teacher novice score 2.78 while experienced score 2.66 suggesting that novice teachers are often freshly trained and up to date with modem teaching techniques such as integration of ICT.

In terms of relating Geography lessons to real-world environmental and climate issues students taught by novice score 2.57 and experienced score 2.64 this may suggest that experienced teachers have deeper content knowledge than novice.  With regard to students having initiative to read additional materials beyond what is taught in class novice teachers score 2.33 and experienced score 2.63 revealing that experienced teachers adjust teaching moods, interest and challenges of their students.   Based on students’ interested in how Geography can help them solve global challenges like deforestation and climate change students taught by novice score 2.59 and experienced score 2.54. These results indicate that novice teachers successfully engaged students using interactive techniques and teaching aids. However, students were somewhat less inclined to independently explore geography content outside the classroom. while. Students taught by experienced teachers showed high levels of learning.

But in terms of general pedagogical knowledge novice teachers reported slightly higher pedagogical knowledge (M = 18.91) than experienced teachers (M = 18.04). The reason may be that new teachers often enter the profession with high energy, motivation, and passion for teaching this enthusiasm can positively influence students and increase their interest in learning. Also being digital natives, novice teachers often integrate technology tools (videos quizzes) in their lessons. And most novice teachers are trained under current curriculum reforms and constructivist approaches on like some experienced teachers may fail into repetitive routines or suffer from burnout.

• Ho₁: There is no significant difference in the effect of pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality?
• Ha₁: There is a significant difference in the effect of pedagogical knowledge of experienced and novice teachers on students’ learning interest in secondary schools in Bamenda Municipality?

Table 9 Independent Samples Test on the Effect of the General Pedagogical Knowledge of Experienced and Novice Teachers on Students’ Learning Interest

The results in Table 9 show that for general pedagogical knowledge, the t-test value is t(79) = 1.30 with a significance level of p = 0.198 (equal variances assumed). Since p > 0.05, we fail to reject the null hypothesis, indicating that there is no statistically significant difference in general pedagogical knowledge between experienced and novice teachers. The mean difference of 0.869 (95% CI: –0.463 to 2.202) further confirms that any observed difference is small and could be due to sampling variation rather than a true difference in pedagogical knowledge levels.

For students’ learning interest, the t-test result is t(235) = –1.53 with a significance level of p = 0.130 (equal variances assumed). Again, since p > 0.05, we fail to reject the null hypothesis, showing no significant difference in students’ learning interest based on whether they were taught by novice or experienced teachers. The mean difference of –0.460 (95% CI: –1.072 to 0.369) indicates that any variation in students’ learning interest is statistically insignificant. Overall, these findings support H₀, suggesting that differences in general pedagogical knowledge between novice and experienced teachers do not have a significant effect on students’ learning interest in secondary schools in Bamenda Municipality.

DISCUSSION OF FINDINGS

The findings compare the influence of General pedagogical knowledge of experienced and novice geography teachers’ on students’ learning interest in secondary schools in Bamenda Municipality. With regards to the findings, novice teachers had a mean score of 18.91 (SD = 2.778), while experienced teachers had a slightly lower mean score of 18.04 (SD = 3.106). Although novice teachers reported higher pedagogical knowledge on average, the overlap in the 95% confidence intervals (17.94 to 19.88 for novices, and 17.13 to 18.95 for experienced teachers) suggests that the difference is not substantial. This finding implies that both groups possess comparable levels of pedagogical knowledge, at least from a statistical and practical standpoint. The total mean for all teachers was 18.41, which further reflects the closeness in pedagogical competence between the two categories. This is in line with Darline-Hammond (2006) who stated that newer teachers tend to implement active learning strategies more readily due to their recent training in progressive education models. Similarly, Ertmer and Ottenbreit-Leftwich (2010) argue that newer teachers are digital natives who naturally incorporate technology into pedagogical practices, in contrast to some experienced teachers who may resist or lack confidence in using ICT tools.

However, when shifting focus to students’ learning interest, rates by these two groups of teachers the data reveal a more noticeable difference. Students taught by novice teachers had a mean interest score of 17.85 (SD = 4.265), whereas those taught by experienced teachers had a higher mean score of 19.40 (SD = 4.675). Although this difference might initially appear meaningful, it is necessary to assess whether it is statistically significant, which is addressed in the inferential analysis (t-tests). Still, from a descriptive perspective, students under experienced teachers show a trend toward greater learning interest. The confidence interval for students taught by novice teachers ranged from 16.36 to 19.34, while that of students with experienced teachers ranged from 18.03 to 20.78. Despite a slight overlap, the intervals suggest a possible distinction worth noting. These results are consistent with Kunter et al. (2013) who found out that experienced teachers generally possess a more integrated understanding of pedagogical principles, enabling them to manage classrooms more effectively and adapt their teaching methods to meet the diverse needs of students. Similarly, Mwesiga (2017) reported that experienced teachers are better equipped to establish a conducive learning environment, which fosters higher levels of student engagement and academic interest. These descriptive findings hint that while novice teachers may report slightly higher pedagogical knowledge, experienced teachers may be more effective in translating that knowledge into practice that fosters student interest.

This contrast could stem from practical classroom management skills, deeper content familiarity, or more refined instructional strategies typically developed over time. Thus, the effect of pedagogical knowledge may not solely rest on theoretical understanding (as measured by mean scores) but rather on how it is applied in real teaching contexts, a domain where experienced teachers stand to excel. Qualitative evidence, however, highlights that experienced teachers tend to be more consistent and confident in instructional practices, whereas novice teachers bring innovation and enthusiasm.

The findings of this study also align with Shulman’s (1987) theory of Pedagogical Content Knowledge (PCK). Shulman argues that teaching effectiveness is not only based on content expertise but also on how well a teacher can deliver that content in an understandable and engaging way. Experienced teachers, having mastered a variety of instructional strategies over time, are more capable of translating complex geography concepts into accessible and interesting lessons. This translation is crucial in abstract topics such as physical geography and map reading, which students in Bamenda reportedly find challenging. Additionally, Bandura’s (1977) Social Cognitive Theory helps explain why students taught by experienced teachers exhibit greater interest. Bandura emphasized the role of modeling in learning, students tend to emulate behaviors they observe in confident and competent teachers. Experienced teachers are more likely to model effective learning behaviors, such as critical thinking, problem-solving, and enthusiasm for the subject, which can increase students’ intrinsic motivation and interest in learning.

It is also worth noting that these findings are particularly relevant within the Cameroonian educational context. As noted in the reviewed literature, Awandia (2021) and Tanyi (2019) reported that many novice teachers in Cameroon face limited access to professional development and mentoring, which may hinder their ability to develop robust pedagogical knowledge early in their careers. This underscores the necessity for structured mentorship programs and continuous professional training to bridge the pedagogical skill gap between novice and experienced teachers.

Through lesson observations and interviews, experienced teachers were seen to adapt instructional methods to students’ needs, Use teaching aids and real-world examples, maintain better classroom control, and Encourage student participation. These competencies contributed to more stimulating learning environments, which align with Bandura’s (1977) Social Cognitive Theory, where students are motivated by observing confident, competent teaching behaviors.

By contrast, novice teachers were often observed relying heavily on lesson notes, using fewer visual aids, and struggling with active classroom engagement. The findings also align with Maslow’s Hierarchy of Needs (1943), particularly the need for belonging, esteem, and self-actualization in learning environments. Experienced teachers fostered these conditions by creating supportive atmospheres and offering clear guidance, which in turn encouraged students to participate and remain engaged. Additionally, Vygotsky’s Social Constructivism Theory (1978) emphasizes the role of the teacher as a scaffold. Experienced teachers in this study demonstrated stronger ability to scaffold learning by breaking down complex geography concepts and encouraging interaction, which novice teachers often lacked due to limited exposure and practice.

CONCLUSION

This study highlights that improving students’ interest in geography depends less on whether teachers are novice or experienced and more on how effectively they translate pedagogical knowledge into classroom practice. The evidence points to a clear need for stronger links between teacher training and real teaching contexts. Teacher education programs must move beyond theory by integrating extensive practicum experiences, mentorship, and classroom-based feedback to help novices develop practical skills quickly.

For schools and policymakers, these findings emphasize the value of competence-based teacher evaluation and support rather than assumptions based solely on years of service. Structured mentorship frameworks can allow experienced teachers to share effective strategies, while novice teachers contribute fresh, innovative approaches. Continuous Professional Development should focus on learner-centered methods, flexible classroom management, and contextualized content delivery that actively engages students. By embedding these measures into teacher preparation and ongoing support systems, the gap between knowledge and practice can be reduced, ensuring that geography lessons consistently foster curiosity and sustained learning interest.

IMPLICATIONS OF THE FINDINGS

For policy Contribution the study offers valuable insights that can inform education policy at national, regional, and institutional levels. Findings suggest that experience alone does not guarantee better student outcomes. Policy makers should therefore prioritize a competence-based approach to teacher deployment, ensuring that both novice and experienced teachers are supported and evaluated based on actual classroom performance. Continuous Professional Development (CPD): The results underscore the need for mandatory and differentiated in-service training. Training should target gaps identified in both novice and experienced teachers such as pedagogical adaptation for novices and use of modern motivational strategies for experienced teachers.  Given that novice teachers showed strengths in innovation while experienced teachers excelled in content mastery, a national mentorship framework could bridge this gap by formally pairing novice and experienced teachers for mutual growth. Policymakers must recognize that student interest is shaped by how well teachers interpret and deliver the curriculum. Policies should support school-based professional learning communities to enable reflective practice and collaborative curriculum interpretation.

RECOMMENDATIONS

Improving the pedagogical readiness of geography teachers requires coordinated action in three main areas: mentorship, continuous professional development, and practicum reforms. A structured mentorship framework should be established to formally pair novice teachers with experienced colleagues. This approach would provide novices with practical guidance in lesson planning, classroom management, and the effective use of teaching aids, while allowing experienced teachers to benefit from fresh ideas and innovative strategies contributed by younger colleagues.

Continuous Professional Development (CPD) should be compulsory and differentiated to address the specific needs of both novice and experienced teachers. Workshops should focus on learner-centered pedagogy, participatory methods, and active learning techniques, while also incorporating reflective practices such as teaching journals and peer observations. To make these strategies more effective, schools must ensure that teachers, especially novices, are trained and equipped with low-cost visual aids, maps, and digital tools, supported by adequate instructional resources that make geography concepts more concrete and engaging.

Teacher education curricula should also be reformed to provide extended practicum experiences, classroom simulations, scenario analysis, and microteaching exercises. These hands-on components will bridge the gap between theoretical training and practical classroom application, enabling novice teachers to apply their knowledge more confidently and sustain students’ learning interest. By prioritizing mentorship, targeted CPD, and practice-oriented training, education stakeholders can significantly enhance the quality of geography teaching and foster greater engagement among secondary school students in Bamenda Municipality.                                 

REFERENCES

1. Adebayo, S. (2019). The impact of pedagogical knowledge on teaching effectiveness in secondary schools. Journal of Educational Studies, 45(3), 234-245.
2. Akyeampong, K., Pryor, J., Westbrook, J., & Lussier, K. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), 272–282. https://doi.org/10.1016/j.ijedudev.2012.09.006
3. Andersson, P., & Köpsén, S. (2017). Maintaining competence in the initial occupation: Activities among vocational teachers. Vocations and Learning, 11(2), 317–344. https://doi.org/10.1007/s12186-017-9192-9 Article Google Scholar
4. Andersson, P., Hellgren, M., & Köpsén, S. (2018). Factors influencing the value of CPD activities among VET teachers. International Journal for Research in Vocational. Education and Training, 5(2), 140–164. https://doi.org/10.13152/IJRVET.5.2.4
5. Andryukhina, L. M., Dneprov, S. A., Sumina, T. G., Zimina, E. Y., Utkina, S. N., & Mantulenko, V. V. (2016a). The model of monitoring of vocational pedagogical competences of professors in secondary vocational education. International Journal of Environmental and Science Education, 11(14), 7016–703 Google Scholar
6. Awandia, P. (2021). Teachers’ professional competence and instructional delivery in secondary schools in Cameroon. Journal of Educational Studies and Policy, 3(2), 45–60.
7. Ball, D.L. and F.M. Forzani (2009), “The work of teaching and the challenge for teacher education”, Journal of Teacher Education, Vol. 60/5, pp. 497-511, https://doi.org/10.1177/0022487109348479.
8. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
9. Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–129. https://doi.org/10.14221/ajte.2013v38n3.9
10. Campbell, A., & Sommers Luchs, K. (1997). Core competency-based strategy. International Thomson Business Press.
11. Cannon, J., Kitchel, A., & Duncan, D. (2010). Identified perceived professional development needs of Idaho secondary CTE teachers: Programme management needs of skilled and technical science teachers. Journal of STEM Teacher Education, 47(1), 42–69 Google Scholar
12. Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2005). Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Routledge.
13. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
14. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
15. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
16. Kunter, M. et al. (2008), Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 8(5), 468-482. https://doi.org/10.1016/j.learninstruc.2008.06.008.
17. Kunter, M., Baumert, J., & Köller, O. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https://doi.org/10.1037/a0032583
18. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
19. Mwesiga, D. (2017). Teachers’ professional competence and its influence on students’ academic performance in secondary schools. African Educational Research Journal, 5(4), 288–296.
20. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1),1–2 https://doi.org/10.17763/haer.57.1.j463w79r56455411
21. Tanyi, R. (2019). Geography teachers’ pedagogical content knowledge and classroom implementation in Cameroonian secondary schools. International Journal of Educational Policy Research and Review, 6(6), 100–110.