Besoins de promotions socio-professionnels chez les enseignants et développement de nouvelles compétences. Cas des enseignants des ENIEG

Abstract

Today’s economic realities require, more than ever before, professionals in the economics, social and cultural domains. In this regard, educational institutions are called upon to train well educated citizens that are competitive in the job market and also qualified and competent individuals capable of transmitting knowledge to the society at large, a requisite for societal development. The evolution of the society and the teaching profession require therefore, not only the initial training but also continuous retraining for those charged with the responsibility of transmitting knowledge. Thus, the objectives of all the stakeholders of the educational sector are, to move towards managing everyday real life situations whose complexities keep evolving, to master the use of management tools that enhance performance, to become professionally more performant exhibited by improved results in examinations and competitive examinations, training, creativity, and innovation that are in step with the ever changing needs of today’s society. These are some of the reasons that prompted us to work on the theme “Necessities for the socio-professional advancement of teachers and the development of new competencies”. The primordial question for this research was: PRQ:” Is there a significant link and dependence between the necessities for the socio-professional advancement of teachers and the development of new competencies”? After careful analysis of the primordial question, we came out with the following general hypothesis: GH: “There is a significant link and dependence between the necessities for the socio professional advancement of teachers and the development of new competencies”. We broke down this general hypothesis into (4) four research hypotheses. We used both qualitative and quantitative methodologies to determine our results. The Khi-squared test enabled us to confirm our hypotheses and also establish the extent of the links between different variables. Our results and mathematical analysis supported our general hypothesis. We present the results as follows: H1: The high interest for the continuous quest for knowledge by teachers enable the development of new professional competencies with χcal = 22.59 >χlu = 12.6 and Cc = 0.731. H2: The desire to improve the self-image of the teacher also explains the development of new professional competencies with χcal = 15.8 >χlu = 12.6 and Cc = 0.664. H3: The interest to harmoniously manage the inter and intra professional relationships among teachers also determine the development of new professional competencies with Χcal = 23.93 >χlu = 12.6 and Cc = 0.738. H4: The interest to use modern means and methods to transmit knowledge by teachers, promotes the development of new professional competencies with χcal = 16.24 >χlu = 12.6 and Cc = 0.669. Since teachers are very important and indispensable stakeholders for social development, they must always adapt to the changing times as well as master their professional environment. Suggestions have been made to the primary provider of education, the state. We have equally made recommendations to teachers. The professional competency of an active teacher largely depends on his ability to manage multiple complex situations.