Processus d'élaboration et de validation d'un questionnaire francophone sur les compétences socioémotionnelles des enseignants.
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| Title: | Processus d'élaboration et de validation d'un questionnaire francophone sur les compétences socioémotionnelles des enseignants. |
|---|---|
| Authors: | Alaya, Ibtissem Ben1, Frenette, Éric2, Gaudreau, Nancy2 |
| Source: | Canadian Journal of Education / Revue Canadienne de l'Éducation. Summer2024, Vol. 47 Issue 2, p375-410. 36p. |
| Subject Terms: | *Psychology of teachers, *Teacher training, *Teachers, Conceptual models, Legal evidence |
| Abstract (English): | This article is part of broader research on the well-being of teachers in Quebec; more specifically, assessing their socio-emotional competencies (SEC), which are poorly documented. In the absence of questionnaires in French (Yoder, 2014) to assess them, it was proposed to develop a new questionnaire following the seven-step approach of Frenette et al. (2019), which maximizes obtaining validity evidence. A sample of 401 teachers allowed us to accumulate various validity evidence supporting the use of this questionnaire. The analyses showed that the two-factor (intrapersonal and interpersonal) conceptual model fits the data well. According to the perception of Quebec teachers, the results highlight three findings: (1) SEC are used occasionally in classroom, (2) the interpersonal component is more present in their interventions than the intrapersonal one, and (3) young teachers present lower averages for the intrapersonal component compared to their older colleagues. Future research is needed to support these findings and justify the importance of introducing SEC into teacher training in Quebec. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cet article s'inscrit dans les recherches portant sur le bien-être des enseignants au Québec, plus spécifiquement, à brosser un portrait de leurs compétences socioémotionnelles (CSÉ) que les recherches ont jusqu'ici peu explorées. Face à l'absence de questionnaire en français (Yoder, 2014) pour évaluer les CSÉ, il a été proposé d'en élaborer un selon le processus en sept étapes de Frenette et al. (2019) qui maximise l'obtention de preuves de validité. Un échantillon de 401 enseignants a permis d'accumuler diverses preuves de validité soutenant l'utilisation de ce questionnaire. Les analyses effectuées ont montré que le modèle conceptuel à deux facteurs (intrapersonnel et interpersonnel) s'ajuste bien aux données. Selon la perception des enseignants québécois, les résultats pointent trois constats : 1) les CSÉ sont occasionnellement utilisées en classe ; 2) le volet interpersonnel est plus présent dans leurs interventions que le volet intrapersonnel ; et 3) les jeunes enseignants présentent des moyennes plus faibles pour le volet intrapersonnel comparativement à leurs collègues plus âgés. De futures recherches devront être réalisées pour appuyer ces constats et justifier l'importance d'introduire les CSÉ dans la formation des enseignants au Québec. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178830932 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Processus d'élaboration et de validation d'un questionnaire francophone sur les compétences socioémotionnelles des enseignants. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alaya%2C+Ibtissem+Ben%22">Alaya, Ibtissem Ben</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Frenette%2C+Éric%22">Frenette, Éric</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gaudreau%2C+Nancy%22">Gaudreau, Nancy</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. Summer2024, Vol. 47 Issue 2, p375-410. 36p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+models%22">Conceptual models</searchLink><br /><searchLink fieldCode="DE" term="%22Legal+evidence%22">Legal evidence</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This article is part of broader research on the well-being of teachers in Quebec; more specifically, assessing their socio-emotional competencies (SEC), which are poorly documented. In the absence of questionnaires in French (Yoder, 2014) to assess them, it was proposed to develop a new questionnaire following the seven-step approach of Frenette et al. (2019), which maximizes obtaining validity evidence. A sample of 401 teachers allowed us to accumulate various validity evidence supporting the use of this questionnaire. The analyses showed that the two-factor (intrapersonal and interpersonal) conceptual model fits the data well. According to the perception of Quebec teachers, the results highlight three findings: (1) SEC are used occasionally in classroom, (2) the interpersonal component is more present in their interventions than the intrapersonal one, and (3) young teachers present lower averages for the intrapersonal component compared to their older colleagues. Future research is needed to support these findings and justify the importance of introducing SEC into teacher training in Quebec. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cet article s'inscrit dans les recherches portant sur le bien-être des enseignants au Québec, plus spécifiquement, à brosser un portrait de leurs compétences socioémotionnelles (CSÉ) que les recherches ont jusqu'ici peu explorées. Face à l'absence de questionnaire en français (Yoder, 2014) pour évaluer les CSÉ, il a été proposé d'en élaborer un selon le processus en sept étapes de Frenette et al. (2019) qui maximise l'obtention de preuves de validité. Un échantillon de 401 enseignants a permis d'accumuler diverses preuves de validité soutenant l'utilisation de ce questionnaire. Les analyses effectuées ont montré que le modèle conceptuel à deux facteurs (intrapersonnel et interpersonnel) s'ajuste bien aux données. Selon la perception des enseignants québécois, les résultats pointent trois constats : 1) les CSÉ sont occasionnellement utilisées en classe ; 2) le volet interpersonnel est plus présent dans leurs interventions que le volet intrapersonnel ; et 3) les jeunes enseignants présentent des moyennes plus faibles pour le volet intrapersonnel comparativement à leurs collègues plus âgés. De futures recherches devront être réalisées pour appuyer ces constats et justifier l'importance d'introduire les CSÉ dans la formation des enseignants au Québec. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178830932 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: fre Text: French PhysicalDescription: Pagination: PageCount: 36 StartPage: 375 Subjects: – SubjectFull: Psychology of teachers Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Teachers Type: general – SubjectFull: Conceptual models Type: general – SubjectFull: Legal evidence Type: general Titles: – TitleFull: Processus d'élaboration et de validation d'un questionnaire francophone sur les compétences socioémotionnelles des enseignants. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alaya, Ibtissem Ben – PersonEntity: Name: NameFull: Frenette, Éric – PersonEntity: Name: NameFull: Gaudreau, Nancy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03802361 Numbering: – Type: volume Value: 47 – Type: issue Value: 2 Titles: – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation Type: main |
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