Effectivité de la supervision pédagogique dans une approche centrée sur l’efficacité professionnelle des enseignants en zone rurale. Une étude des lycées d’enseignement secondaire de l’arrondissement d’Obala

Abstract

The present study focuses on the effectiveness of pedagogical supervision in a professional approach to teacher’s efficiency in rural areas. A study of secondary schools in the district of Obala. The problem that has been observed empirically and clearly is that of managerial inadequacy in the process of secondary pedagogical supervision of teachers; particularly in rural areas. Indeed, school performance statistics place the majority of schools in rural areas at the bottom of the table. The problem of educational outcomes in an education system is very complex, because it integrates several parameters and several actors. The couple of actors charged from the pedagogical-teacher supervision that is at the heart of this issue is part of a network of relationships that sufficiently influence its action. Thus, the present study aims to show that the effectiveness of pedagogical supervision influences the professional efficiency of secondary school teachers in rural Cameroon. Hence the question: what are the factors of pedagogical supervision that explain the professional efficiency of secondary school teachers in Cameroon? From this main question, the main general hypothesis follows: the effectiveness of pedagogical supervision is related to the professional efficiency of secondary school teachers in Cameroon. That said, the main research question was operationalized from the analytical factor analysis of Reuchlin (2004) using the main factor of the research question; It emerges from this analysis that the socio cultural environment; Pedagogical inspection; Pedagogical days and refresher seminars Constitute the relevant factors and thus make it possible to formulate, in order to congruence of this study, four questions, four objectives and four secondary hypotheses. This general hypothesis is divided into four specific aspects whose analysis favours a qualitative, descriptive and correlational approach. In fact, it is a question of examining the possible link between the effectiveness of pedagogical supervision and the professional efficiency of secondary school teachers in rural areas. However, the analysis and interpretation of field data confirms the four research hypotheses issued with an average intensity for the majority of cases and a low intensity for one case.