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Instability of Teaching Staff in Private Schools in Lubumbashi: Study Carried Out in the Commune of Lubumbashi

Journal: International Journal of Science and Research (IJSR) (Vol.9, No. 4)

Publication Date:

Authors : ;

Page : 1631-163

Keywords : Instability; teacher;

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The teaching profession in the Democratic Republic of Congo (DRC) seems to no longer have its value in the eyes of the country's authorities. However, it is established that the development of a country today depends largely on the quality of education that prepares children and young people for the future of tomorrow. Several facts show that the Congolese government is the least interested in this issue. We cite: there is a glaring insufficiency of public schools in the DRC in general, and in the city of Lubumbashi in particular where we deplore a plethoric presence of private schools whose education is not of expected quality; the Congolese state hardly rehabilitates the few public schools that were built during the colonial era and which still work; in these neglected schools, the study conditions are bad to the point where some children lack seats; teachers operating in these schools complain that they are poorly paid; which leads to a decline in the quality of education. Following the shortage of public schools, the private sector woke up and took the initiative to help the youth by building their schools. The finding that justifies this study is as follows: Teachers who are in private schools, seemingly well paid compared to those in public schools regularly change schools from year to year. We want to discover the drivers of this professional instability and identify the main one. This is basically the reason for this research. The provincial government of Haut-Katanga and the national government will benefit from this investigation by discovering the problems that push teachers in private schools to professional instability. Teachers, in turn, use the results of this article by becoming aware of the factors that lead to job instability.

Last modified: 2021-06-28 17:03:45