Planification administrative des affectations professionnelles et équilibre socioprofessionnel chez les personnels des établissements d’enseignement secondaire public du département du Mfoundi

Abstract

This study examines the issue of the administrative planning of professional assignments and the socio-professional balance of staff in public secondary schools in the Mfoundi department. The study focuses on identifying the factors impacting this balance and exploring potential solutions to address them. The issue addressed is the question of assignments or movements outside the regulations that can disrupt the socio-professional balance of teaching staff in public secondary education establishments. This study is grounded in theories related to organizational behavior and human resource management, including theories of job satisfaction, motivation, and workplace equity. It is hypothesized that “There is a significant link between the administrative planning of professional assignments and the socio-professional balance of secondary school teaching staff in Cameroon”. The study uses a quantitative data collection method. Surveys are conducted to collect data on the perceptions and experiences of staff members regarding professional assignments and socio-professional balance. Statistical analysis is used to identify patterns and trends in data. Preliminary results indicate that there is a perception of favoritism and nepotism in the assignment process, impacting the socio-professional balance of staff. There is also a lack of transparency and criteria for assigning roles and responsibilities. These factors contribute to low job satisfaction and low motivation among staff members.