Abstracts
Abstract
This article presents the key findings of a study conducted with 1,025 secondary school teachers regarding their classroom management self-efficacy (CMSE). The results reveal three major findings : qualifying teacher education (teaching certificate and degree attainment) plays a determining role in the development of CMSE ; professional experience exerts a progressive positive effect on all dimensions, particularly on the establishment of clear expectations ; and contextual factors significantly influence CMSE, notably employment status and teaching sector. These findings highlight the importance of providing differentiated support based on teachers’ experience level and teaching context.
Résumé
Cet article de recherche examine le sentiment d’efficacité personnelle en gestion de classe (SEGC) chez plus de mille enseignants du secondaire au Québec, en explorant comment leur confiance varie selon des facteurs personnels et environnementaux. Les auteures démontrent que la formation qualifiante et l’obtention de diplômes supérieurs renforcent considérablement la perception qu’ont les enseignants de leurs propres compétences pédagogiques. L’étude souligne également que l’expérience professionnelle et la stabilité d’emploi créent un cercle vertueux, permettant aux enseignants d’établir des attentes plus claires et de mieux gérer les comportements difficiles. Enfin, l’analyse révèle que le contexte disciplinaire influence le sentiment de compétence, les spécialistes en adaptation scolaire affichant une assurance plus élevée que leurs collègues en sciences ou en mathématiques. En somme, ce texte plaide pour un soutien différencié qui tient compte de la réalité spécifique et du niveau de carrière de chaque pédagogue.
Appendices
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