Socio-professional aspirations and career development strategies among high school teachers in Cameroon

Socio-professional aspirations and career development strategies among high school teachers in Cameroon

• Henri Rodrigue Njengoué Ngamaleu, Université de Yaoundé 1, Cameroun

• Celine Dang Olinga, Université de Yaoundé1 , Cameroun

doi : https://dx.doi.org/10.18162/fp.2019.438

Résumé

This paper focuses on secondary school teachers’ career development strategies. It explores thereby their social and professional aspirations by taking into consideration the level of uncertainty which characterized the educational system in Cameroon. The sample is constituted of 289 participants who filled 7-point Likert scales. They show themselves interested in nominations at high positions, transfer in others administrations, business and politics. The capacity building and mostly professional commitment are less efficacy career development strategies them political engagement and the using of influential relational networks.

Abstract

This paper focuses on secondary school teachers’ career development strategies. It explores thereby their social and professional aspirations by taking into consideration the level of uncertainty which characterized the educational system in Cameroon. The sample is constituted of 289 participants who filled 7-point Likert scales. They show themselves interested in nominations at high positions, transfer in others administrations, business and politics. The capacity building and mostly professional commitment are less efficacy career development strategies them political engagement and the using of influential relational networks.