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The evaluation of the quality of education pays little attention to working conditions. However, the "quality of management" factor influences that of results. We often dwell on educational systems to the detriment of globalized and anonymized "school" entities. The problems and the efforts of the directors, real conductors concerned with the performance of their institutions, are thus lost. A careful look at the current state of the quality of school management makes it possible to appreciate the degree of awareness that these managers have of the impact of their actions on the quality of their school.
Based on a study in some twenty establishments in Yaoundé, this communication outlines the dominant characteristics of the quality indicators of school management as seen by the managers themselves. The great diversity of the types of establishments targeted is representative of that of the Cameroonian education system. But it complicates any attempt to model the management of the system as soon as one shies away from generalizations and tries to get a closer look at new situations and daily practices.
However, by his managerial style, a school manager can transform the available resources in favor or not of his establishment.
Although of limited scope, the qualitative study reveals often neglected aspects of quality school management: security, governance, authority, space, conviviality, human resources, etc. The profile of managers, their management styles for a quality school emerge, and new avenues of research leading to more convincing academic results are open.
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2.- MINEDUC, Stratégies du Secteur de l'Education, déc. 2000.
3.- MINEDUC, La Carte scolaire du Cameroun : Rapport d'analyse des données 2003 "“ 2004.