Etude de l’effet du sens du travail sur l’intention de réorientation professionnelle chez les enseignants du secondaire

Abstract

The Cameroonian Ministry of Secondary Education is experiencing a strong loss of its teaching staff who migrate to other administrations, thus putting pressure on the management of its human resources according to its Human Resources Department. The managerial challenge then consists in regulating the workload, which is constantly increasing, and finding answers to the questions of those who decide to stay. To broaden the reflection on this subject, we wanted to question the meaning that teachers give to their profession and question their initial intention. We were specifically interested in those who are still in post and who probably, harbor the idea of leaving. Our objective is therefore to study the influence of the meaning of work on the intention to reorient the professional career among secondary school teachers in Cameroon. We have identified the empirical facts and the literature to implement our hypotheses. Which were confronted with real data through both descriptive and inferential statistical analysis. We submitted a self-reported questionnaire to 112 teachers who answered questions on the meaning of work (Nyock Ilouga & al., 2008) and on the intention to reorient the professional career adapted from the Ajzen’s scale of intention (Ajzen, 1991). We retain that teachers have a clear perception of the meaning of their work. Indeed, our results show that the understanding of work rather significantly increases the intention of career reorientation. In contrast, knowledge of its usefulness revealed no significant effect. This allows us to conclude that the meaning of work does not predict the intention to reorient the professional career among secondary school teachers.