Satisfaction des besoins fondamentaux des enseignants et motivation à appliquer l’approche par compétences (APC) dans les écoles publiques de Yaoundé 6 au Cameroun

Abstract

This study focuses on teacher motivation. It is based on the observation that the Ministry of Basic Education organizes training days to enable and train teachers to put the CBA into practice. However, some teachers have difficulty appropriating the approach and mastering the terms appropriate to this approach. Difficulties also appear in the methodology and application of the CBA (Mahamat, 2011). Yet, according to the theory of self-determination, teachers should be highly motivated to participate actively in training days in order to satisfy their need for skills, autonomy and social belonging. Faced with this paradox, we wanted to study teachers' motivation to apply CBA in the context of continuous professional development. To achieve this, we set the satisfaction of needs as an independent variable. The aim of our study is to verify the existence of a link between the satisfaction of teachers' needs and their motivation to apply CBA in the context of continuous professional development. As this was a quantitative study, we used a questionnaire survey method. Data were collected from 192 teachers in the 6th district of Yaounde, selected using the cluster random sampling technique. These data were processed using regression analysis. The analyses revealed that: the more teachers felt that their need for autonomy was met, the more intrinsically motivated they were to apply CBA in a continuous professional development context (β= .238; t= 2.243, p= .026 and R²=0.026); the higher teachers' sense of competence, the more intrinsically motivated they are to apply CBA (β= .384, t= 2.703, p= .007 and R²=0.037); the more teachers felt that their need for social belonging was satisfied, the more intrinsically motivated they were to apply CBA in the context of continuous professional development (β= .346; t= 2.370, p= .019 and R²=0.029); However, the study shows that the sense of competence is the best predictor of teacher motivation.