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With a view to making education more equitable, Burkina Faso's education system has adopted automatic promotion (AP) since 2002. This means that pupils are promoted to a level immediately above that of the year they have completed, regardless of their grade point average. However, this implementation has not met with the approval of teachers. According to previous Nabi research (2022), the vast majority of Burkina Faso's teachers reject the measure. The same study revealed that pupils' perception of automatic promotion was strongly influenced by teachers. These facts prompted us to ask whether this influence might also have an effect on the affectivity of pupils benefiting from the automatic switchover? The survey, conducted in the field using four tools: questionnaires, observation, semi-structured interviews and measurement scales, led us to the conclusion that teachers' negative perception of automatic switching negatively influences their pupils' sense of personal efficacy, self-esteem and motivation in the school context.
About the author
NABI Abdoul Aziz, a national of Burkina Faso, is currently a certified teacher of French and philosophy. He holds a doctorate in Educational Sciences with a specialization in psychopedagogy, and is a teacher and research supervisor at the VEENEM-WATA Higher Institute of Sciences in Koudougou.
