Problématique de gestion éducative orientée vers la réussite scolaire des élèves en situation de vulnérabilité à Jacmel

Abstract

Against Haiti’s ongoing socio-economic and security crises, student achievement in Jacmel—especially among learners from vulnerable households—appears closely linked to how schools organize work, manage staff, and protect instructional continuity. This article investigates whether more effective educational management and human resource management (HRM) practices can increase the likelihood of success for vulnerable students, particularly in upper-secondary grades leading to national examinations. The study adopts a mixed-method design combining semi-structured interviews with school principals and pedagogical leaders, questionnaires administered to teachers, and the analysis of school-based and official achievement outcomes (2020–2024) across selected institutions. Findings indicate that oversized classes, inadequate facilities, staff instability, and conjunctural shocks—including migration-related dynamics associated with the “parole” program—reduce learning time, weaken syllabus completion, and undermine student motivation and retention. Conversely, schools displaying more coherent leadership, internal communication, and teacher support tend to achieve higher pass rates. The article’s contribution lies in connecting motivation and management frameworks (McGregor’s Theory Y, Herzberg’s two-factor theory, and human-relations approaches) with local evidence to outline governance levers aimed at equity-oriented school performance and sustained learning under fragility.