Perception of the Social Governance of School Establishments and Teacher Engagement in Mutualist Activities: Case of Teachers Members of the Central Mutual Society for Teachers of Zoukoougbeu, Côte d'Ivoire
DOI:
https://doi.org/10.22159/ijoe.2026v14i1.57823Keywords:
motivation, mutual, perception, schools, social governance, teacherAbstract
This study aims to determine the relationship between perceptions of school social governance and teachers’ motivation at work in the preschool and primary education district of Zoukougbeu. The theoretical anchoring of this study comprises the theories of the logic of collective action by Mancur Olson (1965), participatory governance by William Ninacs (2008), and the strengthening of Burrhus Frederic Skinner (1953). A quantitative sample of 100 primary school teachers, drawn from the reasoned choice sampling, in particular the screened sorting, and a qualitative sample of thirty (30) volunteers, including eight (8) former managers, were interviewed. In accordance with the study’s mixed-methods design, observation techniques, semi-structured interviews, and questionnaires were used. The quantitative data were statistically processed using SPHINX software version 4.5. The qualitative data were analyzed qualitatively. The main results reveal that teachers’ low engagement in Central Mutual of Teachers of Zoukougbeu (MUCIZ) activities stems from their negative perceptions of the social governance of schools in the preschool and primary education inspection of Zoukougbeu.
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