Résumés
Abstract
We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.
Résumé
Les effets d’une formation continue des enseignants du primaire en matière de gestion des comportements en classe sur le sentiment d’autoefficacité des enseignants ont été étudiés. À partir d’un devis quasi-expérimental avec groupe témoin, 37 enseignants du premier cycle du primaire de la ville de Québec ont participé aux activités de formation continue. Les analyses de variance à mesures répétées révèlent un effet positif du programme sur le sentiment d’efficacité personnelle des enseignants et sur le sentiment d’efficacité personnelle à gérer les comportements difficiles des élèves en classe. Un effet d’interaction temps-groupe a aussi été observé au niveau du sentiment d’efficacité personnelle des enseignants à susciter le soutien de la direction de l’école. Les facteurs qui influencent le développement des croyances d’efficacité personnelle des enseignants et des implications pour la pratique sont aussi discutés.
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Parties annexes
Biographical notes
NANCY GAUDREAU is a professor of Special Education at the Faculty of Education, Laval University, Quebec, Canada. She also has many years of experience in schools as a teacher and educational consultant in special education. Author of the in-service training program GPS, she is interested in the study of teacher’s self-efficacy, intervention practices and inclusive education of students with behavioral difficulties. For more information about this publication, write to: nancy.gaudreau@fse.ulaval.ca
ÉGIDE ROYER is a psychologist and professor of Special Education at the Faculty of Education at University Laval, Quebec, Canada. He is currently doing research and teaching on the topic of behavioural problems in schools. He is specifically working on teachers’ pre and inservice training regarding intervention in the classroom to prevent behavioural problems and support school success of these students.
ERIC FRENETTE is professor in measurement and evaluation at the Faculty of education, Laval University, Québec, Canada. His research interests’ focus on measurement model, structural equation modeling, performance based assessment and social desirability. He applied this research interests’ in different areas: education, psychology, medical education, sports (soccer) and large-scale assessment program. He is also the editor of the Mesure et évaluation en éducation journal.
CLAIRE BEAUMONT has worked during twenty years with children with behavioral disorders. She is educational psychologist, professor to the Faculty of Science of the education of the University Laval, Chairman at the Research Chair on Security and Violence in Educative Area, General Secretary of the International Observatory on Violence in Schools and researcher to the Centre de recherche et d’intervention sue la réussite scolaire (CRIRES).
TARA FLANAGAN is an Assistant Professor in the Department of Educational and Counselling Psychology at McGill University. She is the Chair of the Joint-Board Senate Subcommittee on Persons with Disabilities at McGill. She is also the Director of SPARC (Social Policy, Advocacy, Research, Community), a research team whose mandate is to promote social inclusion among individuals with disabilities. Her scholarly interests and research grants are in the areas of social inclusion, transition from school to the community, self-determination, and quality of life among individuals with various types of disabilities and among other equity-seeking groups.
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10.7202/000313arParties annexes
Notes biographiques
NANCY GAUDREAU est professeure en adaptation scolaire à l’Université Laval (Québec, Canada) et compte aussi de nombreuses années d’expérience en milieu scolaire à titre d’enseignante et de conseillère pédagogique en adaptation scolaire. Auteure du programme de formation continue à la Gestion Positive des Situations de classe (GPS), elle s’intéresse à l’étude du sentiment d’efficacité personnelle des enseignants, à l’inclusion scolaire et aux pratiques d’intervention auprès des élèves présentant des difficultés comportementales. Pour plus d’informations au sujet de cet article, , écrivez à : nancy.gaudreau@fse.ulaval.ca
ÉGIDE ROYER est psychologue et professeur titulaire en adaptation scolaire à la Faculté des sciences de l’éducation de l’Université Laval. Il travaille actuellement plus particulièrement sur les questions de la prévention des problèmes affectifs et comportementaux, de la réussite scolaire des jeunes en difficulté à l’école ainsi que de la formation initiale et en cours d’emploi des enseignants qui oeuvrent auprès d’eux.
ERIC FRENETTE est professeur en mesure et évaluation à la Faculté de l’éducation de l’Université Laval (Québec, Canada). Ses intérêts de recherche portent sur les modèles de mesure, la modélisation par équations structurelles, l’évaluation des apprentissages dans une approche par compétences et la désirabilité sociale. Il a appliqué ces intérêts de recherche dans différents domaines: éducation, psychologie, pédagogie médicale, sport (soccer) et les enquêtes à grande échelle. Il est également le rédacteur de la revue Mesure et évaluation en éducation.
CLAIRE BEAUMONT a été psychologue scolaire pendant vingt ans auprès d’élèves présentant des problèmes de comportement. Professeure en adaptation scolaire à la Faculté des sciences de l’éducation de l’Université Laval, elle est titulaire de la chaire de recherche sur la sécurité et la violence en milieu éducatif, Secrétaire Générale de l’Observatoire international sur la violence à l’école, et aussi chercheure au Centre de recherche et d’intervention sur la réussite scolaire (CRIRES).
TARA FLANAGAN est professeure adjointe au département de psychopédagogie et de counselling de l’Université McGill. Elle est la présidente du sous-comité sénatorial sur les personnes handicapées de l’Université McGill. Elle est également directrice de SPARC (politique sociale, engagement, recherche et communautaire) une équipe de recherche dont le mandat est de promouvoir l’inclusion sociale des personnes. Ses intérêts académiques et les bourses de recherche qu’elle a obtenues concernent les domaines de l’inclusion sociale, de la transition de l’école à la communauté, de l’autodétermination et de la qualité de vie chez les personnes ayant divers types de handicaps ou tout autre groupe favorisant l’égalité des chances pour tous.