Planification stratégique de la Mutation et motivation durable des Personnels enseignants des zones d’éducation prioritaire (région de l’est Cameroun)

Abstract

In this work, it is a question of showing that an effective strategic planning of the mutation improves the sustainable motivation of the teaching staff of ZEP. For this, we started from an issue according to which the teaching staff transferred to the ZEPs are not motivated in the long term in the exercise of their function. This creates dysfunctions within the education system, which are observed through absenteeism, teachers' disinterest, approximate preparation of lessons, abandonment of their workstations. To explore this problem, we opted for a mixed approach. A questionnaire with closed answers allowed the data to be collected from teachers and a semi- directive interview guide from central administration people (MINEDUB). Three theoretical approaches are convoked for this work namely: the strategic planning model of Kaufman, the two- factor theory of Herzberg and the theory of engagement of Howard Becker. The collected data were analyzed using descriptive and inferential statistics, more precisely Pearson correlation for quantitative data and thematic content analysis for qualitative data. The analyzed data revealed the following results: in hypothesis 1, a correlation value of r= 0.602 was obtained with the degree of significance of p= 0.001; in the second hypothesis a value of r=0.456 was obtained with the degree of significance of p=0,000 and for the third hypothesis, we obtained a correlation value of r=0.509 with the degree of significance of p=0.000 in view of these results, the null hypothesis has been rejected and the alternative hypothesis that stipulates that strategic planning of mutation improves the sustainable motivation of ZEP teaching staff is accepted. These results were corroborated by the analysis of participants' verbatim content. Based on these results, we suggest among other things the strengthening of financial and material incentives while ensuring their regular and equitable distribution; updating the mapping of ZEP schools and their real needs, and deploying teachers according to their strengths and according to needs, dynamic training adapted to the context of the ZEPs and which automatically benefits all ZEP teaching staff without distinction and finally the automation and effective implementation of School Improvement Projects (PAE).