Leadership institutionnel et transformation des pratiques pédagogiques et professionnelles des enseignants-chercheurs en cours d’integration dans les universités d’État au Cameroun

Abstract

Managerial tools for organisational steering in the education sector cannot be distanced from the institutional dynamics of ordinary public policies. The institutional leadership explored in this study requires the support of decision-makers with the main aim of outlining a managerial strategy likely to effectively transform pedagogical and professional practices. This strategy is aimed at the successful integration of young teacher-researchers at the assistant level in Cameroon's state universities. The study is based on the theories of leadership and the development of human potential in an organisational environment developed by (Plane, 2015) and that of organisational learning, Argyris and Schön (1978). The experiment is carried out on a sample of 322 participants (all lecturers at assistant grade) constructed by a simple random probabilistic method in addition to 10 lecturers for a semi-directive interview. Using the Pearson 1900 chi-square test, we arrived at a convincing conclusion. Institutional leadership through structured development of scientific and pedagogical teams by speciality, familiarisation of young teacher-researchers with academic-administrative practices and, finally, advanced development of genuine scientific research teams is likely to effectively transform the professional and pedagogical practices of young teacher-researchers at the assistant grade in higher education in Cameroon.