Volume 27, Issue 1, August 2019, Pages 377–389
Chaffi W. Cyrille Ivan1 and Kengue Philippe2
1 Université de Yaoundé I, Faculté des Sciences de l’Education, Cameroon
2 Doctorant, Faculté des Sciences de l’Education, Université de Yaoundé I, Cameroon
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This research work originated from a pertinent contrast. In a context characterized by the need for school excellence and the search for quality education, the state of Cameroon has adopted the educational principles of the international community; among others it multiplies efforts to guarantee quality training of teacher and demand for education. Consequently, contract teachers recruited by the state since 2006 are relatively well trained compared to their predecessors. Meanwhile there is a great disparity between civil servant teachers and the part time teachers all engage in public service, which generates demotivation and consequently poor pedagogic behavior in Zone for priority education. At the end of the research, it appears that, poor pedagogic behaviour of part time teachers is due to their poor working conditions.
Author Keywords: working condition, motivation, zone for priority education, pedagogic behavior.
Chaffi W. Cyrille Ivan1 and Kengue Philippe2
1 Université de Yaoundé I, Faculté des Sciences de l’Education, Cameroon
2 Doctorant, Faculté des Sciences de l’Education, Université de Yaoundé I, Cameroon
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This research work originated from a pertinent contrast. In a context characterized by the need for school excellence and the search for quality education, the state of Cameroon has adopted the educational principles of the international community; among others it multiplies efforts to guarantee quality training of teacher and demand for education. Consequently, contract teachers recruited by the state since 2006 are relatively well trained compared to their predecessors. Meanwhile there is a great disparity between civil servant teachers and the part time teachers all engage in public service, which generates demotivation and consequently poor pedagogic behavior in Zone for priority education. At the end of the research, it appears that, poor pedagogic behaviour of part time teachers is due to their poor working conditions.
Author Keywords: working condition, motivation, zone for priority education, pedagogic behavior.
Abstract: (french)
La présente étude part d’un contraste assez significatif. En effet, dans un contexte mondial marqué par la quête de l’excellence scolaire et celle de la recherche de la qualité de l’éducation, l’État camerounais a souscrit aux principes adoptés par la communauté internationale ; entre autres actions fortes, il multiplie des efforts pour garantir la qualité de l’offre de formation des enseignants et de l’éducation. Ainsi, les Instituteurs Contractuels recrutés par l’État camerounais depuis 2006 sont mieux formés que leurs prédécesseurs fonctionnaires. Pourtant on note une discordance entre le traitement des enseignants fonctionnaires et les contractuels ce qui entraine une démotivation de la part des instituteurs contractuels et déteint sur leur travail en Zone d’éducation prioritaire d’où le problème de leur comportement pédagogique lacunaire. À l’issue du travail il apparaît que le comportement pédagogique des IC est une réponse à leurs conditions de travail.
Author Keywords: conditions de travail, motivation, zone d’éducation prioritaire, comportement pédagogique.
How to Cite this Article
Chaffi W. Cyrille Ivan and Kengue Philippe, “Conditions de travail et comportement pédagogique des instituteurs contractuels dans les zones d’éducation prioritaire : Etude menée dans l’arrondissement de Moutourwa,” International Journal of Innovation and Applied Studies, vol. 27, no. 1, pp. 377–389, August 2019.
