Catholic education in CameroonIts origins lie in the German colonial period (Ngongang, 2010). Since the 1990s, it has suffered the effects of the economic crisis, experiencing sometimes significant declines in student numbers, which have led to school closures. The COVID-19 crisis has further weakened the finances of these educational institutions. Hence the numerous staff strikes observed in this sector of education throughout Cameroon.According to David C. McClelland's acquired needs theory, and identify ways to adapt these policies to optimize the intrinsic and extrinsic motivation of teachers and administrative staff, in a context marked by a strong vocational dimension and budgetary constraints.Therefore,To what extent do the compensation policies currently applied in Catholic technical and vocational schools in Yaoundé meet the dominant motivational needs of staff (need for achievement, belonging, and power)? The overall objective of this study is to assess the extent to which the compensation policies in force in Catholic technical and vocational schools in Yaoundé satisfy the motivational needs of staff. The study therefore hypothesizes that current compensation policies in Catholic technical and vocational schools in Yaoundé do not sufficiently incorporate elements of staff motivation. To test this hypothesis, the methodological approach is primarily quantitative. The snowball sampling technique, deployed in three schools, allowed for the interviewing of 62 staff members. The administered questionnaire, structured around salary, bonus, and other incentive elements, allows for an assessment of the motivating factors of the compensation policy. As a result, the study concludes that the three needs developed by McClelland, namelyThe needs for achievement, belonging, and power are not sufficiently considered in compensation planning for staff at the Catholic colleges targeted by our study. According to this data, more than half of the respondents feel they are not sustainably motivated.