Analyse de la formation continue et du professionnalisme des enseignants du cycle primaire public dans l’arrondissement d’Éséka.

Abstract

This research focuses on in-service training and professionalism of some public primary school teachers in the subdivision of Eséka. It raises the problem of teacher’s already working professionalism, in a context where their training turns out inadequate, weak, and sometimes insufficient to allow them to do their work well. This research has therefore set itself the general objective of examining the effect of in-service training on teacher’s professionalism in some public primary school in Eséka. This objective led to the formulation of the general hypothesis that: in-service training strengthens the professionalism of teachers of the public primary level in the subdivision of Eséka. The independent variable being the in-service training and the dependent variable the professionalism of the teachers in primary level, this study consisted in analyzing the relationship likely to exist between the in service-training and teacher’s professionalism of some public primary school teachers in the subdivision of Eséka. Thus, we conducted a quantitative research based on a descriptive and correlational approach. Using a questionnaire, we collected opinions on the field from a sample of 84 teachers selected in ten public primary schools in the subdivision of Eséka. However, the analysis and interpretation of the data collected only took into consideration 79 questionnaires out of 84 in total, insofar as inconsistencies and several missing data were observed on 4 questionnaires. In addition, the analysis results were commented on using statistical tables and pie charts. Our research hypotheses were analyzed using the Pearson statistical test (Chi Square). Finally, the results of analysis confirmed our assumptions. But, the degree of significance of the relationship between the variables of each hypothesis is not very close to the average. This suggests that this relationship is still influenced by other factors. However, these results allowed us to conclude that in-service training strengthens the professionalism of teachers in the public primary level in the subdivision of Eséka.