Politique de contractualisation et sentiment de flottement des instituteurs

Abstract

Human resource management in education, as in other organizations, leads to decisions and practices that may not always suit both parties, the decision-makers and employees. All this can increase on the one hand, discomfort at work and on the other hand, promote the absence of happiness at work and therefore the impact on classroom practice. In the case of contract teachers, the alleged reference is always made either to the salary or to the status considered bastard. In this work, it is a question of the policies of the contractualization of teachers and school efficiency of basic education in Cameroon. Teacher management policies affect the structural elements of the teaching profession to attract, recruit and retain sufficient quality teachers to meet demand (OECD, 2005). Decision-makers then have several solutions at their disposal. They can constitute upstream or downstream the various structuring elements of the teaching profession. In particular, they may reduce or increase requirements to start or complete teacher training; the duration of the training; benefits and bonuses; workload; changing career rules and structure, etc., (Santiago, 2002; World Bank, 2010). All these solutions have a direct impact on the number, quality or related costs of teachers, including their training and salary, but also their motivation; but also, affect school efficiency. Teacher motivation has been defined as "internal and external factors that stimulate the desire and energy that keep teachers continually interested and committed to doing their best to support student learning" (Richardson, 2014). The main purpose of this study is to examine how factors account for teachers' contracting and the academic effectiveness of basic education. To find the answers to this conceptual apparatus, an interview guide was developed and submitted to a population o f seven contract teachers in priority education areas. These data were qualitatively analyzed. The factors related to the policy of contractualization of teachers significantly affect professional happiness by ricochet, on the academic effectiveness of basic education. These are difficult working conditions or difficulties that can frustrate and demotivate; learning environments not associated with the pragmatic implications of the experience of happiness and meliorism and the values of social justice and equity, and the loss of social benefits on job security, which prevent the professional development of basic education teachers. Our general hypothesis is therefore confirmed. A main suggestion was made with a view to encouraging the public authorities to review the elements promoting the professional happiness of contract teachers with a view to achieving academic efficiency.