Gouvernance administrative des lycées et engagement professionnel des enseignants vacataires dans le département de la Menoua au Cameroun

Abstract

This study aims at analysing the impact of the administrative governance of government high schools on the professional commitment of part-time teachers. This mixedtype assessment (qualitative and quantitative) is carried out in the Menoua department, West Cameroon region. Our objective is to study the link between the administrative governance and the human and professional development of part-time teachers in the department of Menoua. For this, this work is based on a set of theories (work adjustment theory, remuneration, transformational leadership, and Herzberg's bifactorial theory) which explain the influence of a management model on the psychological state of employees. From these theories, we have chosen as data collection tools, the interview and the questionnaire, tools that allow us to validate or invalidate our main hypothesis entitled as follows: the administrative governance of government high schools determine the professional commitment of part-time teachers. The analysis, followed by the interpretation of the results obtained from these instruments, show a strong influence of administrative governance on the professional commitment of part-time teachers, putting the two parameters in close relationship, one of which can seriously affect the other. Beyond the limits and difficulties encountered in this study, suggestions were made at the political, administrative, pedagogical, and educational level, with a view of promoting a good system of administrative governance to permanently promote professional commitment of part-time teachers.