Cet article examine si l'enseignant est satisfait de son travail, s'il veut le quitter et quels sont les motifs les plus probables qui peuvent l'amener à le vouloir.
This article deals with work satisfaction among French and English-speaking teachers in Québec Province's primary and secondary schools of the public and private sectors.
The study is based on a sample of 4 000 teachers, three-quarters of whom replied to the questionnaire's 424 questions. After describing the theoretical and practical approach used, the authors present results common to all teachers, as well as those particular to certain groups.
The concept of work satisfaction is based on: the origins of research in this field, links between performance and satisfaction, possible links between satisfaction and problems retention, absenteism, etc. The authors make reference to Hergberg and use factorial analysis techniques.
Results show that teachers are generally moderately satisfied, but that job instability could affect between 11 and 25% of them. The authors conclude that intervention is possible to improve the situation, in spite of certain reserves.
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