Abstracts
Résumé
Les élèves présentant des difficultés comportementales sont parmi ceux ayant le plus faible taux d’intégration en classe ordinaire. Plusieurs variables propres à l’enseignant sont considérées comme ayant un impact dans le processus intégratif de ces élèves. Le présent article évalue les associations entre certaines de ces variables, dont le stress de l’enseignant et la qualité de sa relation avec l’élève présentant des difficultés d’ordre comportementale, dans l’établissement d’une attitude favorable ou défavorable à l’égard de l’intégration. L’échantillon se compose de 221 enseignants (77 hommes et 144 femmes) de niveau secondaire. Les résultats d’une analyse de régression font ressortir le pouvoir prédictif autant du stress que de la qualité de la relation enseignant-élève sur l’attitude de l’enseignant. L’ajout de variables secondaires (années d’expérience d’enseignement, formation initiale reliée aux élèves présentant des difficultés comportementales, sexe des enseignants) dans le modèle de régression, contribue à l’effet global d’interaction, ce qui suggère leur effet modérateur. Ces résultats témoignent de la nécessité d’agir sur deux fronts à la fois, afin d’améliorer les attitudes des enseignants quant à l’intégration scolaire de ces élèves : sur leur stress à enseigner à ces derniers et sur la qualité de la relation enseignant-élève.
Mots-clés :
- intégration,
- élèves présentant des difficultés comportementales,
- enseignant,
- milieu scolaire,
- secondaire
Abstract
Students with behavioral difficulties are among those with the lowest level of mainstream integration. Several variables specific to teachers are considered to have an impact on the integrative process of these students. This article assesses associations between some of these variables, including teacher stress and the quality of his relationship with the student with behavioral difficulties, in establishing a positive or negative attitude toward their integration. The sample consists of 221 teachers (77 men and 144 women) at the secondary level. Regression analysis highlight the predictive power of both stress and the quality of teacher-student relationship on teachers’ attitude. The addition of secondary variables (length of teaching experience, initial education related to students with behavioral difficulties, teachers’ gender) in the regression model contributes to the overall effect of interaction, suggesting they have a moderating effect. In order to improve teachers’ attitudes towards school integration of these students, these results demonstrate the need to act both on teachers’ stress in teaching them, and on the quality of the teacher-student relationship.
Keywords:
- integration,
- students with behavioral difficulties,
- teacher,
- secondary school
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Appendices
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