Conditions de travail et comportement pédagogique des instituteurs contractuels dans les zones d’éducation prioritaire étude menée dans l’arrondissement de Moutourwa

Abstract

This study is titled “working conditions, and pedagogic behavior in the areas of Education priority: the case study of the district of Moutourwa”. The actual piece of work is from significant contrast. In today‟s world context which is marked by the need for school excellence and the search for educational quality, the state of Cameroon has subscribe to the adopted principles of the international community; among other salient actions, it multiplies efforts to guarantee quality training of teacher and educational opportunity. Consequently, contract teachers recruited by the state since 2006 are relatively well trained compared to their predecessors. Meanwhile their teaching methods or the manner by which they go about teaching is geared towards degradation, thus the need to ask the question concerning their insufficiency on their pedagogic behavior. Also, we notice the absence of coherence in the Cameroonian work code, the public work status and the teachers‟ status which is the governing power. Again, their presentation on the field is more and more on the decline. Thus, the reason for their behavioral lagging in their pedagogic methods. The contract teachers represent almost 63% of the nursery and primary staff in 2011. Due to the death and departure of many of civil servants teachers on retirement, the number of contract teachers is today very high and they constitute the majority of the teaching staff today. Unfortunately, we have notice a considerable drop in consciousness in the teaching commitment, prepare their lessons accurately, or are insensible, thus a prove of their falling professional consciousness; this behavior degrades the quality of education and augments the level of illiteracy which is a blockage to the development of Cameroon, meanwhile the Cameroonian government has been carrying out recruitment and has not stop fighting against the school declining. Facing the above reality, and the desire to describe and analyse the eventual factors related, we asked ourselves the following research question: Does the working conditions of contract teachers have a significant influence on the drop in pedagogic behaviour? The general hypothesis that is derived from this question is as follows: „the working conditions of contract teachers have a significant influence on the pedagogic behaviour. We carried out an explanatory correlational research work with use of quantitative approaches. Our targeted population consisted of contract teachers in Moutourwa and our accessible population was the contract teachers effectively teaching and present the day of the test. Our sample being contracted was applied as the accessible population. We made use of the questionnaire as a tool in collecting data. The hypotheses were tested with use of statistical tool (chi square) with a sample size of 110 contract teachers. The data was analyzed with the use of statistical test significance and a measure in the degree of relationship. After which we made use of the SPSS software window version 13.0 in the procession of data. At the end of our analyses, our four hypotheses were validated. In conclusion, one could say that the decline pedagogic behaviour of contract teachers is a response to the poor environment of work. In this light, it will be best to focus on the conditions of welfare of contract teachers as a means to ameliorate the quality of education given the fact they constitute more and more the staff of the country.