Social Performance Management in Public Secondary Schools in Cameroon: Role of Continuous Training and Career Management[Management de la performance sociale dans les établissements du secondaire public au Cameroun. Rôle de la formation continue et de la gestion des carrières]

The teacher occupies a prominent place in the training, development and socio-professional integration of the individual. The success of its mission strongly depends on its social performance, of which satisfaction and commitment to work are among the dimensions most used in the literature (Kutche, 2019). This article aims to analyze the effects of human resource development practices on the social performance of public secondary teachers in Cameroon. To achieve this, a quantitative approach conducted using a questionnaire submitted to a simple random sample of 426 teachers was used. Two dimensions of human resource development are operationalized, namely continuous trainingand career management. Descriptive analysis of the data shows that the level of relevance of these practices is quite low in the Cameroonian education system. Furthermore, the simple linear regression under SPSS 23 reveals that continuous training and career management have a significant influence on the social performance of teachers. These results discussed from the perspective of Arcand et al. (2004), Aït Razouk and Bayad (2011), Grensing-Pophal (2003) and Noah (2017), suggest that a better continuous training policy as well as a more equitable and objective management of teachers' careers are essential for their satisfaction and commitment to work. To this end, a structuring of career management based on continuous training is proposed.