Primary School Teacher Quality and Their Preferences in the Design of a Mobile Learning Professional Development Model

Cameroon, like most sub-Saharan countries, face the issue of teacher quality and has been trying to address it through the use of the one-shot professional development model, which has its own limitations. In an attempt to resolve this through mobile learning, the following research question was formulated: What are teachers’ preferences in the design of a mobile learning professional development model? The survey research design approach was used to collect data from n = 502 primary school teachers located in rural, semi-urban, and urban areas. On a 5-point Likert scale, participants were asked to rate eleven statements about how they would like a mobile learning professional development model to be designed. With the aid of SPSS Version 25, the data was analysed using frequency counts and percentages. The findings revealed that teachers perceive mobile phones for professional development as helpful in avoiding overcrowded seminars, enhancing their skills, and providing access to learning materials anytime and anywhere. They also prefer mobile learning programs related to their specific learning needs and contextual issues. The autonomous learning platform should offer opportunities for peer-to-peer mentoring, group activities, interactive multimedia content, autonomous learning, competence building, and control over their own learning. The study recommends that any mobile learning teacher professional development program should consider these options in platform and learning content design. The involvement of beneficiaries in the design process offers a greater chance of acceptances and will keep them engaged, improve their quality and contribute to quality learning outcomes.