Gestion du déficit du personnel enseignant qualifié et l’application de la politique du bilinguisme dans les établissements scolaires bilingues de la Région du Nord-Cameroun : cas du Lycée bilingue de Guider

Abstract

This thesis is entitled "Management of the Deficit in Qualified Teaching Staff and the Application of Bilingualism Policy in Bilingual Secondary Schools in the North Cameroon Region: the Case of Guider Bilingual High School." In a context where institutional bilingualism is at the heart of Cameroon’s educational priorities, the effectiveness of this policy in schools still depends on the availability of qualified human resources. However, in several bilingual high schools, notably in the North Cameroon region, we observe an acute shortage of teachers capable of teaching in both official languages, which undermines the implementation of educational bilingualism. This thesis seeks to understand how it would be possible to apply the bilingualism policy at Guider Bilingual High School despite the deficit in qualified teaching personnel. The main objective of this study is to evaluate the impacts of this deficit on the application of the bilingualism policy at Guider Bilingual High School. Two specific hypotheses guide our study: firstly, that continuous teacher training would improve the application of bilingualism policy at Guider Bilingual High School by reinforcing their language proficiency and providing them with appropriate language teaching strategies. Secondly, the digitalization of English language teaching could help address the deficit of qualified teaching staff and promote the successful implementation of the bilingualism policy at Guider Bilingual High School. This is applied research with a comprehensive and prospective approach using a mixed-method methodology. Data were collected through interviews and questionnaires administered to a sample of 118 participants including teaching staff, administrative staff, and students at Guider Bilingual High School. Qualitative data were analyzed using thematic content analysis, while quantitative data were processed with SPSS software and represented in tables. The results of this study reveal that most classes are taught in only one language, reflecting an imbalanced application of bilingualism where one language remains dominant, and digital tools that could compensate for the lack of teaching staff are poorly utilized. Therefore, this research suggests better human resource management strategies and a targeted training plan to improve the effective implementation of the school bilingualism policy.