Motivation au travail et engagement professionnel des praticiens de classe dans les écoles primaires publiques inclusives

Abstract

The problem of this study is the mismatch between the training received by classroom teachers in Government Inclusive Schools and the inclusive education policy paradigm shift imposed on them. Daily classroom practices of teachers often reflect the symptoms of a malaise at work, which, far from being individual, is the result of a deficit in the perspective of motivation at work. Teachers are faced with the challenge of standardizing the ‘non-standardizable” within the framework of Human Rights policies, without receiving any resources or specific training, which affects their job satisfaction. The overall aim of this study is to examine how work motivation accounts for the professional commitment of classroom teachers in Government Inclusive Primary Schools. The research used a qualitative designing a comprehensive paradigm. The data were collected from a sample of five (05) participants obtained using a typical purposive sampling technique based on the inclusion criteria. The results highlight the lack of involvement of teachers in their work due to a managerial system that sees them as mere performers. In addition, recognition, job satisfaction and the nature of the work influence classroom teachers’ commitment. To this end, a problem-solving model was designed to encourage collaboration, empowerment and skills development by making the inclusive movement a gift and recognition.