Etude de l’effet des facteurs psychosociaux sur la résistance aux réformes curriculaires : cas des instituteurs de l’arrondissement de Soa

Abstract

Since independence, African education systems have undergone significant pedagogical transformations. In Cameroon, pedagogical applications have moved from the content-based approach to the skills-based approach (APC) through pedagogy by objective. APC is presented as the panacea that allows the learner to face the real difficulties of life. To achieve this, the teacher should implement a number of activities in the classroom. However, it is clear that this is not always the case. A survey of 100 teachers found resistance to implementing APC. Since the possible explanations provided by the authors are not plausible, Bornet (2016) shows that it is possible to control resistance to change by acting on the factors of well-being at work. This is why we conducted this study entitled: “Psychosocial factors and resistance to change in the school curriculum: case of teachers in the district of Soa”. The demand-latitude-support (DLS) theories of Karasek (1979), the imbalance-effort-recognition (DER) model of Siegrist (1996) and the theory of organizational justice of Greenberg (1987) made it possible to highlight four independent variables for this study: psychological demand, decision latitude, social support, and the “reward” variable. Data were collected using a questionnaire from 125 teachers in fifteen public primary schools in the district of Soa. The data was analyzed using the simple linear regression test. It emerges that the variables "psychological demands" and "decision latitude" exert a significant positive effect on resistance to the implementation of APC, while the variable "distributive justice" exerts a significant negative effect on resistance to the implementation of the PCA. Hence the need to ensure the psychological well-being of the teacher to ensure better effectiveness and efficiency of his daily activities.