ABSTRACT
Education is at the heart of every society, this topic is the
concern nowadays because its system is experiencing a crisis requiring major
interventions to improve it. Paradoxically the plagues continue to threaten the
system despite the intervention of policy makers. This is not without negative
effects on professional practice in this ideal profession. Thus, the
disengagement of teachers who are the main players is constantly growing.
Theorecal reading based on theories of motivations and the theory of engagement
has helped to explain this phenomenon and poses precisely the problem of
teachers' commitment at work.
It is because of self interest for educational system that we
made this research topic entitled: The development of the teacher and
its commitment at work: case study of some teachers' of general
secondary education schools in Yaoundé. In fact we want from our
investigation to understand how the development of the teacher takes place on
his commitment at work. We are part of the following research question:
does the development of the teacher determine his commitment at
work? In other words how does the fulfillment of the teacher influe on
his commitment at work? We attempted to answer this research question in the
affirmative, and then the development of the teacher determines his commitment
at work. This response serves as our general hypothesis. This latter has been
operationalized and has generated four research hypotheses namely:
HR1: professional promotion of teacher determines his
commitment at work.
HR2: the teacher's salary compensation
determines his commitment at work.
HR3: the working
environment of the teacher determines is commitment at work.
HR4:
job security of the teacher determines its commitment
at work. To test the research hypotheses, a survey was conducted and the
individual semi-structured interviews were used as a tool for collecting data,
we have passed the interview to 10 teachers in three secondary schools in the
Yaoundé city (Lycée Leclerc (4), C.E.S-Ngoa Ekellé (3),
and School Bilingual Application (3). To enhance the study, a questionnaire has
completed the interview guide and was sent to 125 teachers in 5 secondary
schools in the same city (Lycée Leclerc (30), C.E.S. Ngoa-Ekellé
(22), Application of Bilingual High School (23), High School of Biyem-Assi
(28), and Lycée Etoug-Ebé (22). Thus the content analysis and the
Pearson correlation test were used as analytical techniques.
After
analysis, three out of four hypotheses were confirmed: the professional
promotion of teacher determines his commitment at work; longer teacher receives
more promotion he undertakes to work. The salary compensation for teacher
determines his commitment at work, then more his benefits are consistent more
the teacher is engaged at work. The working environment of the teacher
determines his commitment at work; consequently the more environment of
teachers' work is comfortable the more he is hired to work. The fourth research
hypothesis was reversed, thus the safety of the teacher in the work does not
affect his commitment at work. This can be explained by the fact that the
office is not always the priority of the state employer and the employees would
have accommodated.
By inference, these results suggest that the development
of the teacher determines his commitment at work.
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