Stratégies de fidélisation et satisfaction professionnelle des enseignants vacataires : cas des établissements secondaires privés laïcs de Nkolafamba

Abstract

School administrators very often encounter difficulties related to employee turnover. Indeed, there are two types of turnover: voluntary turnover which involves the head of the school dismissing staff from his school and involuntary turnover which involves the employee leaving on his own. This second turnover has more significant consequences for the school hence the need to anticipate by detecting managerial strategies that can lead to staff satisfaction and therefore, their retention. This research therefore finds its basis in the need of administrators to be able to retain employees that they would not want to lose. To do this, they implement loyalty strategies. Therefore, this study raises the problem of the professional satisfaction of part-time teachers with regard to the loyalty strategies implemented in secular private secondary schools. The research question is: what are the loyalty strategies that account for the professional satisfaction of part-time teachers in secular private secondary schools? From this question, four secondary questions arise, namely: what is the impact of mobilization on the professional satisfaction of part-time teachers? What is the impact of motivation on the professional satisfaction of part-time teachers? What is the impact of training on the professional satisfaction of part-time teachers? What is the impact of involvement on the professional satisfaction of part-time teachers? Following the quantitative method, two data collection tools: the Minnesota satisfaction questionnaire by Weiss & al (1967) translated by Roussel (1996), and a questionnaire measuring loyalty strategies were administered to 270 part-time teachers from six secular private secondary schools in the subdivision of Nkolafamba (Méfou and Afamba Division). The results obtained through the descriptive and differential analysis (KHI square) made it possible to validate three hypotheses (mobilization, motivation, involvement) as accounting for the professional satisfaction of part-time teachers in secular private schools in Nkolafamba subdivision. The hypothesis linked to the fact that continuing training of part time teachers has no impact on the professional satisfaction of said teachers.