Sentiment d’efficacité personnelle des enseignant à l’ère du numérique et résistance à la digitalisation dans l’enseignement primaire au Cameroun

Purpose: this article examines the influence of the teacher's sense of self-efficacy in the digital age on the observed resistance to digitalization in primary education in Cameroon. Methodology: the survey was conducted among 72 teachers selected by convenience from 23 public elementary school in the Douala Ve district. Data was collected using a questionnaire adapted to the Teacher Self-Efficacy Scale (ESEPE) and Oreg's Resistance to Change Scale (2003). Findings: Two-thirds of the teachers surveyed (79.1%) were unable to implement new teaching strategies using ICT. On the other hand, the majority of respondents (86.1%) felt able to convince their learners of their propensity to succeed when using ICT tools. Two-thirds of the teachers surveyed believe they are highly capable of managing the classroom using ICT tools, which are usually smartphones and computers. Indeed, as belief in the ability to engage learners and manage the classroom via ICT increases, resistance to digitization decreases among teachers, with Spearman's rho of -0.107; Sig=0.041c and rho of 0.027; Sig= 0.019c respectively. However, contrary to all expectations, belief in the teaching capabilities of ICT had no impact on resistance to digitization, with a Spearman's rho of -0.113; Sig= 0.346c. Thus, teachers' resistance to digitization depends on variations in their sense of self-efficacy. Unique contribution to theory, practice and policy: this research highlights the need to awareness and support teachers through ongoing training to refine their use of ICT tools and their perceived skills. In this sense, the implementation of digitalization requires coordination between technologies and teachers' beliefs in order to improve the quality of the learning process.