Formation enseignante et qualification en évaluation : Une enquête menée auprès des Maîtres des écoles primaires publiques de l’arrondissement de Mbalmayo

Abstract

The present study is entitled” teacher training and assessment qualification: a survey conducted among teachers of public primary schools in the District of Mbalmayo”. It starts from the observation according to which some teachers in charge of classes do not respect the standards of evaluation according to the APC. But this opinion is controversial, too, in spite of the embarrassment aroused, and as an anticipated answer to the main research question, we formulated the general hypothesis of the following affirmative; “the qualification in evaluation of teachers is dependent of their training”. Program theory goes in this direction where, it stipulates that the evaluators must take into account the change which concerns the modes of action of a program. We opted for a hypothetico-deductive approach, through a survey of a sample of 120 teachers from public primary schools in the district of Mbalmayo. Our results led us to the confirmation of all the specific hypotheses that allowed us to know if the qualification of teachers in evaluation was dependent on their academic training, initial or continuous? These hypotheses have all been verified using Pearson correlation test. It is in this context of revitalization of the education sector, of pedagogical renovation and above all of the promotion of evaluation that this study fits.