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.