Centralité du travail et engagement des enseignants du secondaire de Yaoundé 3.

Abstract

This study is entitled “centrality of work and commitment of secondary school teachers in Yaoundé 3.” Our attention was particularly drawn to the drastic decline in the drastic decline in the general baccalaureate success rate for the 2023 – 2024 school year: a general success rate of 37,26%, the lowest in the 20 years. Questioning the root causes of this drastic drop in the success rate led us to address the problem of our research, namely the examination of the meaning or significance that teachers attribute to their work and, consequently, the degree of commitment they demonstrate toward their duties. The overall objective of our study is to understand the impact of work centrality on the commitment of secondary school teachers. To better explain our study, we relied on motivation theory, which serves as the main theoretical framework, along with the theory of hierarchical needs, the two-factor theory, and self-determination theory. To carry out this study, we used fundamental, quantitative, and correlational research. The data collection tool used was a questionnaire administered to the teachers in our sample. The sampling methods employed were first cluster sampling, followed by simple random sampling. Data processing was carried out using SPSS software. By interpreting our three results, we conclude that they disconfirm our three hypotheses. At the end of this research, we propose avenues for improving work centrality and the commitment of secondary school teachers.