Conceptions des proviseurs camerounais non-formés à propos du management des Lycées

Abstract

The management activities of principals not exposed to initial, integration and continuous training are little studied in the Cameroonian context, where, however, the professional training of heads of establishment is today an unavoidable reality. Based on an analysis and description of the conceptions that these principals have of high school management, the study is about the understanding of the way in which they manage to succeed in the management of the high schools for which they are responsible, even though they are subject to the requirement of obligation of results. Also, it aims to identify the leadership styles that refer to these conceptions, by characterizing, on the one hand, their leadership styles according to the importance of their effect on the performance of schools; and on the other, by examining the way in which (methods) their conceptions of management can be transformed into an institutionalized training curriculum that can be made available to education and management professionals. The study was based on a mixed methodology, associating a qualitative approach combining the methods of simple case studies, direct observations, interviews in self-confrontation and documentary analysis as well as exemplary accounts of practices; and a quantitative part by questionnaire. 907 Headmasters from eight regions (Adamawa, Center, East, Far North, Littoral, North, West and South) of Cameroon were recruited from non-probability sampling by quota for the quantitative sample, and reasoned choice – combining snowball and quota sampling – for the qualitative sample. The results highlight two types of management activities. The first, called Institutionalized Management Activities (AMI) includes charismatic leadership styles, intellectual stimulation, individual consideration and distributive). The second, called Extra-curricular Management Activities (AMHP) is available in a resource mobilization management style and in a non-formal management style. Although a hierarchical multiple regression analysis of the quantitative data shows that Intellectual Stimulation is the most representative style of the four institutionalized management styles, the study suggests further research on non-curricular management activities which seem to constitute a hidden curriculum among principals not trained in the management of public schools in Cameroon.