Pratiques de gestion pédagogique des animateurs pédagogiques et performance des enseignants dans les lycées d’enseignement secondaire général de Yaoundé v

Abstract

This study analysed the existence and pertinence contingency between management pedagogy practices of pedagogic animators and teacher’s performance in secondary school’s education in Yaoundé V in period where by the official results drop has considerably dropped. To conduct this study, we mobilized two theories among which we have the theory of quality approach and the theory of fixation of objectives the john Locke and Gary Latham (1975). As such, the general hypothesis for this study is as followed: « the pedagogic management of pedagogic animator’s influence teacher’s performance the secondary school’s education of Yaoundé V ». To verify this hypothesis, we opted for hypothetical-deduction approach. This study is quantitative research and in order to collect valid and reliable data, we used a questionnaire administered to a sample size of 31 individuals selected from high school bilingual of Yaoundé and high school Nkolmesseng. The resultats obtained from our hidings permitted us to affirm that the different hypothesis in this research are validated. Thus, the general hypothesis which stipulate that pedagogic management of pedagogic animators influenced teacher’s performance. About professional performances of teacher’s, the practices of pedagogic management can equally contribute to the reinforcement of school performance of learners.