Impact Des Tensions Relationnelles Entre Élèves Et Enseignants Sur La Motivation Scolaire Dans Les Établissements Scolaires De LA DRENA 4 (ABIDJAN)

  ABSTRACT : This study examines the impact of relational tensions between teachers and students on school motivation in primary institutions under DRENA 4 in Abidjan. It aims to understand how pedagogical conflicts, often underestimated, affect students’ cognitive, emotional, and behavioral engagement. Adopting a qualitative and interpretative approach, the research is based on a purposive and diversified sampling of 70 students, 20 teachers, 20 parents, and 10 school administrators, selected from both public and private schools. Data were collected through semi-structured questionnaires, in-depth interviews, and classroom observations. The findings reveal persistent tensions fueled by poor communication, perceived disciplinary injustice, and generational gaps, which lead to disengagement, loss of meaning, and self-devaluation among students. The study concludes that these relational tensions are far from trivial, they significantly undermine school motivation and call for a renewed pedagogical relationship based on mutual recognition, active listening, and educational justice. This research contributes to the broader reflection on relational dynamics as a key factor for educational quality in the Ivorian context.

KEYWORDS : Relational tensions, school motivation, educational climate, recognition, Côte d’Ivoire