Abstract

Pedagogic competence in teachers plays a vital role in the educational and social development of students, particularly those with hearing impairments. This study examines how teachers’ pedagogic competence affects the social interactions of hearing impaired students in secondary schools in Buea, Cameroon. The objective is to assess the influence of teachers’ skills, knowledge, and teaching methods on the social engagement and interaction of these students within the school environment.

The research uses a mixed-methods approach, combining quantitative surveys and qualitative interviews. Data is collected from teachers, hearing impaired students, and school administrators in selected secondary schools in Buea. The study focuses on various aspects of pedagogic competence, including the use of specialized teaching techniques, understanding of hearing impairments, and strategies for fostering inclusive classroom environments. It also explores the impact of these competencies on students’ ability to interact socially with peers and participate in school activities.

Findings reveal that teachers’ pedagogic competence significantly impacts the social interactions of hearing impaired students. Teachers who possess strong pedagogic skills, including effective communication strategies, adaptability, and a thorough understanding of hearing impairments, are better able to create supportive and inclusive learning environments. These teachers facilitate more positive social interactions by encouraging peer collaboration, reducing social isolation, and fostering a sense of belonging among hearing impaired students.

However, challenges such as limited training in specialized pedagogic techniques, inadequate resources, and a lack of awareness about hearing impairments can hinder teachers’ effectiveness. Addressing these challenges involves providing targeted professional development for teachers, enhancing resources for hearing impaired students, and promoting awareness and understanding of hearing impairments within the school community.

Recommendations from the study include increasing investment in specialized training for teachers to improve their pedagogic competence in working with hearing impaired students. Schools should also implement support programs and resources that facilitate better social integration for these students. Additionally, fostering a school culture that promotes inclusivity and awareness can further enhance social interactions and overall student well-being.

In conclusion, teachers’ pedagogic competence plays a crucial role in shaping the social interactions of hearing impaired students. By enhancing teachers’ skills and providing the necessary resources and support, secondary schools in Buea can improve social outcomes and create a more inclusive and supportive educational environment for hearing impaired students.

Keywords: Pedagogic Competence, Hearing Impaired Students, Social Interactions, Secondary Schools, Buea, Cameroon, Inclusive Education, Teacher Training, Student Engagement.