Contemporary Research Analysis Journal

Catholic education in CameroonIts origins lie in the German colonial period (Ngongang, 2010). Since the 1990s, it has suffered the effects of the economic crisis, experiencing sometimes significant declines in student numbers, which have led to school closures. The COVID-19 crisis has further weakened the finances of these educational institutions. Hence the numerous staff strikes observed in this sector of education throughout Cameroon.According to David C. McClelland's acquired needs theory, and identify ways to adapt these policies to optimize the intrinsic and extrinsic motivation of teachers and administrative staff, in a context marked by a strong vocational dimension and budgetary constraints.Therefore,To what extent do the compensation policies currently applied in Catholic technical and vocational schools in Yaoundé meet the dominant motivational needs of staff (need for achievement, belonging, and power)? The overall objective of this study is to assess the extent to which the compensation policies in force in Catholic technical and vocational schools in Yaoundé satisfy the motivational needs of staff. The study therefore hypothesizes that current compensation policies in Catholic technical and vocational schools in Yaoundé do not sufficiently incorporate elements of staff motivation. To test this hypothesis, the methodological approach is primarily quantitative. The snowball sampling technique, deployed in three schools, allowed for the interviewing of 62 staff members. The administered questionnaire, structured around salary, bonus, and other incentive elements, allows for an assessment of the motivating factors of the compensation policy. As a result, the study concludes that the three needs developed by McClelland, namelyThe needs for achievement, belonging, and power are not sufficiently considered in compensation planning for staff at the Catholic colleges targeted by our study. According to this data, more than half of the respondents feel they are not sustainably motivated.

Need, Catholic, Motivation, College, Remuneration.

1. Chauchard, C.J.L. (1989). Precision of personnel management and human resources. The editions of organization, Paris: France.Vatican Council II, (1965), Gravissimum Educationis
2. Congregation for Catholic Education. (2020). Circular letter to schools, universities and educational institutions, September 10.
3. Diocesan Directorate of Catholic Education of Paris. (2022). The governance framework, p.16
4. Ebbinghaus. (1908). Foundations of Psychology.
5. McClelland, D. C. (1961). Achieving society (Vol. 92051). Simon and Schuster.
6. McClelland, D.C. (1985). How motives, skills, and values ​​determine what people do. American psychologist, 40(7), 812.
7. McClelland, D.C. (1987). Human motivation. Cup Archive.
8. McClelland, D.C. (2020). The achievement motivates. Barakaldo Books.
9. Mengolo E., (2016), “Catholic education in Cameroon (1890-2014): a progression in the demand for quality. An approach based on canon law and Cameroonian law”, Theses.fr, ID:10670/1.hy11qu
10. N'da, P. (2002), Research Methodology, from Problem Statement to Discussion of Results. Abidjan: University Press of Côte d'Ivoire
11. Ndjebakal Souck E., (2019), Professional involvement of the PLEG in a vacation situation: an analysis of the level of effectiveness of the Catholic educational model in Cameroon.
12. Ngonga H., (2010), Comparative effectiveness of public and private education in Cameroon. Education. University of Burgundy, 2010. French.⟨NNT:⟩.⟨tel-00554325⟩
13. Pritchard and Payne. (2003). Performance Management Practices and Motivation, The New Workplace: A Guide to the Human Impact of Modern Working Practices (pp.219 - 244)
14. Sprenger. (1994). The acquisition of reading in French: A longitudinal study from the first to the second year of primary school
15. Tabet Derraz, I., & Selhami, S. (2014). Compensation system, a source of motivation for employees: An empirical study within the SAIDAL Group–Oran. 5(1), 248-261
16. Vallerand, RJ and Thill, EE (1993). Introduction to the psychology of motivation. Laval: Éditions Études Vivantes.,Paperback, 674 pages, ISBN-10, 2760705528
17. Varkevisser, C.; Nuyens,Y.; Stott, G.(1993).Development and implementation of health systems research programs: Part one, formulation and testing of a proposal
18. Welch, J., Welch, S., Primus, B., Winkelmann, H., Grawe, S., & Szymczyk, M. (2005). Winning (Vol. 84). New York: HarperCollins.