Planification stratégique et performances des établissements scolaires aux examens officiels : cas du Lycée Bilingue et Classique d’Abong-Mbang

Abstract

The general objective of the study was to explore the possible link between strategic planning and the development of performance in official examinations in the district of Abong-Mbang, Department of Haut-Nyong in the Region of Eastern Cameroon. We go from an obser-vation according to which the results in official examinations overall in this rural area do not generally exceed 50% in terms of ceiling in the sub-sector of public secondary education. An observation which, according to preliminary questioning, allowed us to express as a general hypothesis that strategic planning responds favorably to the development of the performance of said establishments in said examinations. The establishment effect theory and the SWOT model: Strengths, Weaknesses, Opportunities, Threats as a theoretical reference framework made it possible to operationalize said general hypothesis. After operationalization, three main variables were stabilized, allowing three main research hypotheses to emerge from this study. Based on methodological rigor, a homogeneous sample of 135 teachers was chosen. The study was qualitative, descriptive and correlational. A questionnaire structured using a qualitative approach based on a nominal scale reduced to three levels (Yes; No and No response) allowed the Pearson 1900 Chi2 test to highlight the mathematical link existing between the different variables of the study. At the end, it should be noted that the development of performance in official examinations in rural areas in general and particularly in the district of Abong-Mbang in Haut-Nyong, region of East Cameroon has as its framework reference taking into account variables such as: the implementation of regulated remediation/TD sessions, the implementa-tion of a good organizational culture and the management of larges groups.