This study investigated the concept and evidence of transformational pedagogy in selected secondary schools in the south west region of Cameroon. Three research questions guided the study. The sample consisted of 40 teachers with a minimum of 10 years in the field and ten pre-service teachers upon graduation. The sample was selected purposively using informal methods of identification such as discussions with the principals and studying school records. Data were obtained using a modified version of the Likert Scale and the data were subjected to descriptive analysis. Analysis showed that twenty-four percent of the sample explicitly understood the concept of transformational pedagogy and thirty percent incorporate it in their teaching and learning process. Therefore, although only a minority understand and use transformative pedagogic approach in their teaching and learning process, the three additional respondents for question two may represent those who incorporate transformative pedagogic approach in their teaching and learning process but lack the ability of articulation. By implication of this study, up grading teacher education and professional development for teachers in the south west region of Cameroon is urgent. From the latter the need for the following is recommended: an efficient, effective, and sustainable pedagogic supervisory team, which will consistently and constructively enable, equip, and positively challenge technicians with a broad spectrum and cohesive blend of teaching and intervention strategies. An honest diagnostic and assessment team needs to study and make concrete suggestions as well as follow through structures on how to manage the challenges of teachers in order to enhance their output and improve student overall performance. In conclusion teaching and learning can become for every learner a process of personal transformation and a commitment to societal transformation for a better world.

 

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