Analyse des relations entre les pratiques professionnelles réfléchies et le bien-être pédagogique des enseignants du secondaire
This research explores the relations between the well-designed professional practices of high school teachers and their educational well-being. To do this, we conducted an exploratory research, with a qualitative dominance, among eleven female and two male high school teachers from the Greater Montreal Area. We adopted a sociocognitive approach to document their levels of reflection throughout their relations with their students and colleagues and their relations with dimensions of educational well-being among high school teachers. We used two data collection techniques: the Q technique and critical incident technique. To explore these links, we started by examining the change level model of Korthagen and Vasalos (2005), which highlighted the interactions between the specific reflections of six levels of reflection: work environment, schooling-centered behaviors, class management skills, professional beliefs and identify and mission with students. We then explored the concept of the educational well-being of teachers. According to the overall results of our research, the educational well-being of high school teachers is both a dynamic process whose evolution is influenced by what is going on in the work environment, especially in the classroom, and by the teacher’s essential qualities, and a construct based on specific dimensions; three dimensions were used in this study: self-efficacy, commitment and job satisfaction. Educational relations with students seem to be the main source of educational well-being for teachers. Believing in the efficiency of their class management skills and noticing that students are happy to be in their class and are involved in their learning apparently stimulates the commitment and job satisfaction of teachers. Reflections on the characteristics and background of students, including their well-being in the classroom, and professional skills seem to be the aspects of interactions with students that affect the educational well-being of teachers the most. As for interactions between work relations with their colleagues, they seem to have a positive impact on educational well-being, namely through collective reflections on the ordinary situations of professional practices. Lastly, despite certain methodological and conceptual limitations, this study highlights the existence of empirical links between well-designed practices and the educational well-being of high school teachers. It also identifies directions for future research on the reciprocal influences between educational practices and educational well-being, and proposes foresight research ideas.
well-designed practices pedagogical well-being sociocognitive approach work environment professional skills professional identity self-efficacy commitment job satisfaction