The Need to Humanize Educational Human Resources Management in Côte d’Ivoire For a Quality and Competitive Education System

The Need to Humanize Educational Human Resources Management in Côte d’Ivoire for a Quality and Competitive Education System

Moriba Ouattara¹, Claude Koré Bally²

¹Ph.D. in Education Management, Université Alassane Ouattara, Bouaké

²Organizational and Work Anthropo-sociologist Université Alassane Ouattara, Bouaké

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000160

Received: 24 July 2025; Accepted: 30 July 2025; Published: 02 September 2025

ABSTRACT

This paper focuses on human resources management in the education sector in Côte d’Ivoire, particularly within the context of recurring tensions that impact the quality of the system. The study adopts a qualitative approach conducted in the Regional Directorate of National Education and Literacy of Abidjan 4, involving thirty educational stakeholders (teachers, school principals, administrative officials, union members, and supervisors). The results reveal a management style perceived as impersonal, centralized, and detached from the human realities on the ground, leading to frustration, demotivation, and decreased performance. Participants express a pressing need for recognition, attentive listening from educational authorities, and active participation in decision-making processes. The study recommends a restructuring of educational human resources governance around principles of ethics, dialogue, and decentralization to foster a fairer and more effective school environment.

Keywords: Human Resources Management – Humanization – Education System – Quality of Education – Competitiveness – Teacher Motivation

INTRODUCTION

Human resources (HR) refer to potential—that is, to wealth. In this sense, human resources can be understood as human potential or human capital. More precisely, human resources represent the set of individual and collective competencies of people. According to Pillot (2004), managing or performing the “human resources” function involves establishing a range of mechanisms (material, training, support) to help personnel realize their potential within a specific framework (administration, enterprise). In other words, the human resources function encompasses all activities aimed at the effective integration of individuals and groups into an organization or service. This aligns with the perspective of Chardin and Bouvard (2008), who emphasize that the HR function does not consider the individual as a mere means but rather as an end in themselves. It includes not only employee motivation and retention, compensation, and recognition of contributions, but also and especially the training and development of competencies, performance evaluation, adaptability, as well as recruitment of new talents and potential management. According to Meignant, cited in Pillot (2004:2), the core objective of HRM is “to provide competent and motivated individuals in sufficient numbers and at the right time, continuously, enabling them to express their talent with high levels of performance and quality, in the most favorable social climate possible.”

Human resources management (HRM), therefore, aims to optimize the use of human capacity and energy for operational, conceptual, coordination, or mobilization-related tasks. However, according to Bouvard and Arnaud (2006), equating human resources management with personnel administration, recruitment, or competency development is reductive. For these scholars, HRM concerns a much broader audience. It encompasses not only staff but also shareholders (in the case of enterprises), managers, users or clients, and the broader community (the City). Lamaute and Turgeon (1999), as well as Pillot (2004), identify five key historical phases in the evolution of HRM:

1870–1918: the period of employee delegates;

1945–1960: emergence of the “personnel” function;

1960–1975: expansion of personnel function to include labor relations;

1975–1985: era of personnel managers;

1985–present: integration of a humanistic dimension in HRM.

As shown, HRM emerged from the evolution of the “personnel” function. It represents the outcome of a progressive functional transformation originating from personnel services. According to Guillot-Soulez (2017:20), this transformation “finds its primary cause in the economic crisis, which forced enterprises to revise their unproductive organizational systems to adapt to a more open and increasingly globalized economy.” Guillot-Soulez (2017) argues that the distinction between “personnel” and “human resources” is not only semantic but also both quantitative and qualitative. The quantitative difference lies in the growing number of employees to be managed, linked to organizational expansion. Qualitatively, “the scope of issues and missions assigned to HR has steadily broadened, and the function’s influence has grown in strategic decision-making processes” (Guillot-Soulez, 2017:20).

Universities were the first institutions to introduce HRM into the education sector (Condette, 2006; Goedert-Abaji, 1999; Savoie, 2004). Academic HRM is largely modeled on corporate practices (Krucken& Meier, 2006; Paye, 2015). “Over the past thirty years, most universities have adopted a range of tools from the corporate world: individual evaluation, job grading, HRM software, performance indicators, staff training, and performance-based pay schemes” (Paye, 2015:52). Due to their structure and organization, universities typically implement HRM in two forms: one close to staff to guide behavior, and another more remote and regulatory (Paye, 2015). These correspond to the roles of department heads and HR professionals respectively, both subordinated to the HR Directorate of the higher education institution. This dual model is also observed in Ivorian universities. Department heads, usually teaching staff, participate in managing their department’s personnel but defer to the central HR Directorate for matters such as careers and compensation. Academic HR professionals enjoy a degree of autonomy that allows them to play a key role in university life. As Badji and Kane (2021) note, during the COVID-19 pandemic, HR professionals supported institutional resilience and the shift to online learning through practices such as stakeholder engagement, collaborative management, skill enhancement, and trust-building. Their functions, therefore, extend beyond administrative, financial, and legal duties to include teaching quality and delivery.

Unlike production institutions, schools in Côte d’Ivoire are service-based institutions. Consequently, their HRM must differ from that of production-oriented enterprises. According to Panczuk and Point (2008), HR functions need to better understand their environment, hence the need to adopt new tools for evaluation, motivation, and human capital development. Bernabbou (2001), cited by Gacha (2013), argues that this need highlights the identity crisis of HRM in the public sector. This is further complicated by the diversity of management styles available to HR managers—intermediate, cooperative, participatory, and strategic (Bob & Economy, 2003; Adami et al., 2006). HR decision-makers must choose their approach based not only on institutional objectives but also on policy direction, even though educational institutions in Côte d’Ivoire lack full administrative autonomy. Additionally, Panczuk and Point (2008) note that HR functions face various issues such as HR “products” or “services,” the expectations of current and future clients (candidates, employees, stakeholders), and internal/external needs analysis. In this context, the HR department of the Ministry of National Education (MENA) is responsible not only for administrative and teaching staff—whether tenured or contractual but also for providing forecasts and training needs to various ministries, including Public Service, Economy, and Higher Education. Thus, HRM must continuously rethink its tools and strategies. Otherwise, it risks becoming obsolete (Chardin & Bouvard, 2008).

Another issue exacerbates the identity crisis of Human Resource Management (HRM) in the education sector. This difficulty is related to the type of public service and civil service to which it is subordinated, as well as to the various reforms it undergoes. According to Hddigui (2006), many countries attempt to align current demands in terms of cost control, human capital optimization, and service quality with administrative performance. As such, innovations are conceptualized, modeled, and introduced into practices. These innovations include “mobility and redeployment of civil servants and local government staff; initial and continuing training; staff evaluation and promotion; the HRM information system for public services” (Hddigui, 2006:21). Like many others, Côte d’Ivoire has, since the end of its recent socio-political crises, embarked on a process of revitalizing its administration, particularly through innovations in its Human Resources Directorate (HRD). Consequently, all these reforms negatively impact the HRM strategies implemented within the school institution, as it must account for changes within the Civil Service HRD and adjust accordingly to meet both its specific needs and the directives issued by the central HRD (Alkazagli, 2017; Sadia, 2020). It can thus be inferred that the HRD of the Ministry of National Education (MENA) is subordinated to that of the Civil Service. Therefore, as long as the HRD of the Ivorian Civil Service undergoes reforms, the HRD of MENA is subject to constant updating or revision of its processes, methods, and techniques. Given that the HRM of the civil service is still developing (Mercier-Wart, 2010), that of the school institution—an institution not yet firmly established or proven—is still striving to gain recognition. Moreover, the size of the workforce, along with the number and diversity of internal and external actors involved in the school system, creates major challenges for its management and the HRM strategies to be implemented. According to Cuby et al. (2000:14):

“This mass management leads to two observations. First, the workforce of key staff categories is such that, even after total or partial decentralization, they remain a heavy burden for decentralized services: on average, over 3,000 per academy inspection for primary school teachers, nearly 15,000 per rectorate for secondary school teachers (…) and 300,000 staff, including many B and C category civil servants, with a dense territorial network. (There is also) the inherent complexity of managing secondary teachers by subject: 35 subject groups for general education, 360 specialties for technical and vocational education.”

In this context, instead of merely attracting, retaining, and developing the best talents, HRM in education must adopt a more holistic, client-oriented approach, where organizational adaptability replaces process rigidity (Panczuk & Point, 2008). In other words, MENA’s HRM must abandon outdated personnel management practices and embrace innovative, human-centered approaches.

For several years, the Ivorian school system has faced a series of structural and situational crises, highlighting dysfunctions in the management of its educational human resources. These crises manifest in recurrent strikes, unresolved salary demands, arbitrary assignments, increasing teacher demotivation, and tensions between educational stakeholders and the administration. Additionally, the growing involvement of teachers in exam fraud and the declining quality of instruction raise concerns about the education system’s ability to meet its performance and competitiveness goals. A deeper analysis reveals that these problems are closely tied to a technocratic and sometimes dehumanized management of educational human resources, where administrative and quantitative considerations outweigh psychological, social, and ethical aspects of staff management. The lack of genuine listening, constructive social dialogue, and professional recognition exacerbates feelings of frustration and marginalization.

In a context of educational reform and the pursuit of performance, Côte d’Ivoire cannot overlook the need for a more human, inclusive, and ethical management of its educational human resources. Hence the necessity of rethinking personnel management policies based on principles of recognition, motivation, participation, and well-being at work. This raises the following central question: How can the humanization of educational human resource management contribute to the emergence of a quality and competitive Ivorian education system? To answer this, several sub-questions must be asked: What are the main shortcomings of the current educational HRM in Côte d’Ivoire? How do these shortcomings contribute to recurrent crises in the Ivorian education system? What are the potential humanization levers to improve HRM in education? How can humanized HRM positively impact the quality and competitiveness of the Ivorian education system?

This study aims first to identify the current dysfunctions in educational HRM in Côte d’Ivoire, then to examine the link between these dysfunctions and the crises observed in the education sector, and finally to propose humanized HRM approaches. It also seeks to evaluate the potential impact of these approaches on the system’s performance. To achieve these goals, the study is based on several hypotheses:

The current HRM of educational staff in Côte d’Ivoire is primarily administrative and insufficiently human-centered.

This technocratic management significantly contributes to staff demotivation and systemic crises.

Integrating humanization principles (listening, recognition, social dialogue, well-being) into HRM could enhance teaching quality.

Humanized educational HRM is a strategic lever to strengthen the competitiveness of the Ivorian education system at the regional and international levels.

This study adopts a multidisciplinary approach drawing from human resource management, sociology, and work psychology. It relies on three key theoretical frameworks: Maslow’s Hierarchy of Needs (1943), which suggests that individuals are motivated by the progressive satisfaction of five levels of needs: physiological, safety, belonging, esteem, and self-actualization. Applied to the education sector, this theory implies that teachers’ performance depends on their overall well-being and sense of recognition within the institution. Herzberg’s Two-Factor Theory (1959), which distinguishes between hygiene factors (salary, work conditions, job security) and motivation factors (responsibility, recognition, autonomy). This theory shows that the absence of motivational factors significantly contributes to demobilization among education personnel. The Humanistic Management Model, inspired by McGregor (Theory X and Y) and Drucker, advocates for a form of HRM based on trust, responsibility, participation, and recognition. It promotes ethical management that sees the teacher not as a mere executor, but as a key actor in educational quality. By combining these theories, the study analyzes the effects of dehumanized HRM and justifies the need for more empathetic and inclusive practices in the Ivorian education sector.

MATERIALS AND METHODS

Study Site and Participants

The research was conducted in the city of Abidjan, specifically within the Regional Directorate of National Education and Literacy of Abobo (DRENA 4). This DRENA constitutes a major educational hub due to its demographic and geographic scale. It was selected for its representativeness regarding challenges in educational human resources management, notably the high density of schools, frequent union mobilizations, and the diversity of teacher and managerial profiles.A purposive sampling method was used to select participants—also known as judgmental sampling. This approach enables the selection of individuals whose experience and institutional roles provide rich and relevant insights into the research problem. A total of thirty (30) participants were interviewed. The sample included ten (10) teachers from primary and secondary schools, five (5) school principals, five (5) administrative officials (inspectors, sub-directors, regional directors), five (5) union or association representatives, five (5) educational supervisors (pedagogical advisors and secondary-level inspectors).This diversity of profiles allowed for a triangulation of perspectives, identifying convergences and highlighting differences in perception across professional categories.

DATA COLLECTION TECHNIQUES AND ANALYSIS METHODS

Data Collection Techniques

Data were primarily collected through semi-structured interviews conducted face-to-face, using an interview guide structured around key themes: current HR management practices, factors of motivation and demotivation, expectations regarding humanization of management, and improvement avenues. Semi-structured interviews ensured both comparability of responses and freedom of expression for participants.In addition, non-participant observations were conducted in three (3) schools (two (2) primary and one (1) secondary institution) to collect contextual information on management practices, professional relationships, work environment, and working conditions. This triangulation of sources helped strengthen the validity of the collected data.

 Data Analysis Methods

The data were analyzed using thematic content analysis, which consists of identifying and organizing recurring or emerging themes from interview transcripts and observation notes. This method is particularly suited to qualitative research as it enables the structuring of information while respecting the complexity of described realities. It facilitates the identification of actor logics, contradictions, collective aspirations, and potential levers for transformation.

RESULTS AND DISCUSSION

Results

Data from the interviews and observations were analyzed thematically. Four main themes emerged: perception of current HR management, effects on professional climate, expectations for humanized management, and suggestions for improvement from the actors.

A Management Style Perceived as Impersonal and Centralized

Most participants expressed deep dissatisfaction with the current management of educational human resources. Their criticism centered on its rigidity, top-down nature, and detachment from field realities. Several teachers denounced the lack of consultation and poor recognition of their commitment. One secondary teacher stated:“We are never consulted for important decisions. You’ll never see decisions affecting tax or treasury officials circulating on Facebook—but for teachers, everything is on social media. Sometimes, we learn about our transfers from colleagues or posts online. It’s humiliating.”Some participants linked school administrators’ attitudes to the political nature of their appointments. According to them, school principals and district inspectors owe their positions to political figures and therefore tend to show their loyalty by exerting undue pressure on teachers. An elementary school teacher said:“To prove their loyalty, they don’t hesitate to act as executioners. They [principals and inspectors] are in positions they did not earn.”Another teacher added that their local inspector is feared like a deity:“He doesn’t hesitate to issue reprimands for trivial matters. Being a teacher in Côte d’Ivoire is not easy. We are caught between a rock and a hard place.”These sentiments were echoed by a secondary school teacher who lamented:“The school administration is vengeful. School administrators operate like a vicious circle—always ready to crush the teachers.”Even some school heads acknowledged the bureaucratic nature of the current system, focused purely on administrative procedures and neglectful of staff’s personal and family needs.

Negative Impact on Motivation and Performance

This dehumanized management system generates frustration, demotivation, and a pervasive sense of injustice. Participants reported a loss of professional engagement, a growing disinterest in their work, and sometimes passive withdrawal from institutional demands. A primary school principal stated:“Teachers are discouraged. They feel like pawns moved around by the administration without any explanation. This affects how they teach.”Several pedagogical supervisors noted that demotivation leads to declining instructional quality and increasing social conflicts. One advisor said:“Teaching is no longer a passion. The real teachers have left for other sectors. Those who remain are just trying to make ends meet. We still do our jobs, but coaching has become much harder due to the poor quality and motivation of those in the classrooms.”Another teacher, expressing his desire to leave the profession, stated:“If I get the chance to leave teaching, I will. I can’t keep living stressed, like a sub-human. We break our backs at school and at home, and in the end, it’s the public administrators who eat well and mock us.”

A Strong Demand for Recognition, Listening, and Dialogue

Participants insisted on the need to redefine the relationship between the school administration and teachers based on mutual respect, active listening, and inclusion. A pedagogical advisor stated:“Motivating a teacher isn’t just about paying them—it’s about talking to them, consulting them, recognizing their efforts.”Moral recognition, professional stability, and social dialogue were identified as key levers for a peaceful working climate. Some participants observed that teachers are seen merely as means to an end—as laborers whose output depends on the manager’s control. One respondent recounted:“When we stop working because we’re grieving a colleague, the administration still forces us to work. The principal may even go class to class checking for absentees. They don’t care about our emotions. Teachers do the work, but the school head gets the credit for performance.”These statements reflect both sadness and disappointment, but also a call for recognition of teachers’ contributions.

Concrete Proposals for More Humane Management

Several concrete suggestions emerged from the interviews. These include: decentralizing HR decisions, involving staff in transfer processes, establishing permanent dialogue forums between administration and teachers, creating individualized career monitoring systems, public recognition of pedagogical efforts and innovations. A union representative summarized the proposals as follows:“If we want to avoid strikes and improve schools, we have to start by respecting the people who make them work.”This calls for placing teachers at the center of all reform initiatives. Based on the participants proposals, it possible to propose this visual model of Humanized Educational HRM which illustrates a dynamic, interconnected cycle based on four pillars:

Recognition: Valuing the efforts and contributions of educational staff fosters a sense of belonging and purpose.

Motivation: Encouraging commitment through intrinsic and extrinsic motivators (responsibility, autonomy, incentives).

Well-being: Ensuring physical, emotional, and professional health to promote sustainable engagement.

Participation: Involving teachers in decision-making processes encourages trust, innovation, and accountability.

This model serves as a strategic tool for decision-makers in education to shift from a bureaucratic model to a human-centered system, thereby fostering performance, reducing conflict, and enhancing the competitiveness of Ivorian education both nationally and internationally.

DISCUSSION

The results of this study confirm the initial hypotheses: the current HRM system—perceived as impersonal and authoritarian—is a major barrier to staff motivation and the overall quality of the education system. These findings align with Maslow’s theory, which posits that the satisfaction of esteem and belonging needs is essential for professional engagement. Herzberg’s two-factor theory is also evident in the lack of recognition, autonomy, and participation, which are major sources of demotivation. The demands expressed by participants reflect a profound aspiration for ethical, empathetic, and participatory management—clearly breaking with the prevailing bureaucratic culture. Far from being a utopian vision, humanization appears as a necessary condition for restoring trust, stabilizing the educational system, and improving pedagogical performance. The proposed improvements echo contemporary humanistic management models, which emphasize cooperation, recognition, and collective intelligence. They call for a structural and cultural reform of educational governance—one in which field actors cease to be mere executors and instead become true partners of change.

LIMITS OF THE STUDY

This study is based on a qualitative approach conducted within a single regional directorate (DRENA Abidjan 4) which limits the generalizability of the findings. Moreover, the analysis relies on perceptions rather than objective quantitative measures. A comparative study at the national level, or triangulation with statistical data (such as processed files, processing times, and satisfaction rates), would help deepen the results. Future research could also explore the actual impact of humanized HRM practices on educational performance using measurable indicators.

CONCLUSION

Placing teachers at the heart of the education system is not a privilege granted by the administration—it is an obligation and a necessary condition for achieving quality and competitiveness in education. This study has highlighted the urgent need to humanize the management of educational human resources in Côte d’Ivoire in order to address the recurrent crises in the school system and improve its performance. By giving voice to educational actors in Abidjan, the study reveals a deep malaise linked to a management style perceived as distant and unfair, along with a collective desire for recognition, dialogue, and respect. The testimonies collected underscore that the quality of education is closely tied to the quality of human relationships within the school institution. Humanizing human resources management—by fostering teacher motivation, stability, and engagement—constitutes a strategic lever for building a more competitive, equitable, and sustainable education system. This work advocates for a managerial transition within the Ivorian education system, based on a more human-centered, participatory, and ethical vision of educational personnel governance. It is now up to policymakers, administrators, and social partners to make this a national priority.

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