Démotivation de l’enseignant et performances scolaires dans les lycées de Yaoundé.

Abstract

This study, entitled Demotivation of teachers and academic performance in high schools in Yaoundé, is based on the observation that the majority of teachers decide to leave the profession, either for another, or to do another in parallel or to travel to other countries for reasons that are both inspired, extrinsic and organizational. This is what pushed us to address the problem of teacher involvement in the internal efficiency of students in high schools in the Mfoundi Department, especially since this is an important link in improving the quality of education. From the review of the literature on the subject, we drew on the theories of Herzberg's 2 factors, Locke's goal-setting theory, Vroom's expectation theory and Deci and Ryan's self-determination theory, to analyze this problem, by asking the following research question: how does teacher demotivation influence academic performance in high schools in Yaoundé? Thus, we started from the postulate according to which teacher demotivation influences academic performance in high schools in Yaoundé. The objective pursued is to show that the demotivation of teachers influences academic performance in high schools in Yaoundé. Using a mixed study, both qualitative and quantitative, we examined the research question from several angles in order to identify unexpected findings and potential contradictions. We used data’s collected from teachers in high schools in Yaoundé, chosen using the simple random sampling technique. The analysis of this data with the SPSS 25.0 software allowed us to arrive at the results according to which the majority of teachers do not find satisfaction in the exercise of their function. In view of these results, 72,8%, the demotivation leads to a loss of teachers and a drop-in student efficiency. Thus, the demotivation of the teacher turns out to be a crucial phenomenon for which we must take measures that go in the direction of supporting the teacher in their career, especially during the first years, and also allow them to play their role (training future citizens) in society at a time when this profession seems to be losing its noble value.