Abstracts
Résumé
30% des directions et des directions adjointes travaillent en milieu socioéconomique défavorisé au Québec (MEQ, 2024). Si la nature de leur travail est essentielle, les exigences de leur quotidien sont un déterminant important de leur bien-être au travail (Leithwood et al., 2017; Marsh et al., 2023; Poirel et al., 2020). Cette étude vise à examiner de manière comparative la perception des exigences du travail ainsi que le bien-être des directions et des directions adjointes (n = 864) d’établissements d’enseignement du Québec avec et sans le contexte de défavorisation. Les résultats montrent que l’indice de milieu socioéconomique (IMSE) a un effet partiel sur la perception des répondants en ce qui concerne les exigences du travail et leur bien-être selon la fonction de travail et l’ordre d’enseignement. Ces résultats sont cruciaux pour mieux comprendre les dynamiques professionnelles des directions et des directions adjointes et peuvent contribuer ainsi à l’élaboration de politiques plus efficaces pour soutenir leur réalité de travail.
Mots-clés :
- directions,
- directions adjointes,
- milieu défavorisé,
- exigences du travail,
- bien-être
Abstract
30% of principals and vice-principals work in disadvantaged socioeconomic environments in Quebec (Ministry of Education of Quebec, 2024). While the nature of their work is essential, the demands of their daily tasks are a significant determinant of their job satisfaction (Leithwood et al., 2017; Marsh et al., 2023; Authors). This study aims to comparatively examine the perception of job demands and the wellbeing of principals and vice-principals (n = 864) in Quebec educational institutions, both with and without a disadvantaged context. The results show that the socioeconomic environment index (IMSE) partially affects respondents’ perceptions regarding job demands and their wellbeing, depending on their job function and the educational level. These findings are crucial for better understanding the professional dynamics of principals and vice-principals and can contribute to the development of more effective policies to support their work reality.
Keywords:
- Principals,
- Vice-principals,
- Disadvantaged environment,
- Job demands,
- Wellbeing
Download the article in PDF to read it.
Download
Appendices
Bibliographie
- Archambault, J. et Harnois, L. (2010). Les réactions de directions d’écoles de milieux défavorisés aux caractéristiques des écoles performantes de milieux défavorisés. Nouveaux cahiers de la recherche en éducation, 13(2), 109-126. https://doi.org/10.7202/1017285arCopiedAn
- Archambault J. et Harnois L. (2012). Diriger une école primaire de milieu urbain défavorisé : les perceptions des directions d’écoles à propos de leur travail. Canadian Journal of Education, 35(1), 3–21. http://www.jstor.org/stable/canajeducrevucan.35.1.3
- Archambault, J., Garon, R. et Harnois, L. (2014). Diriger une école en milieu défavorisé: observation des pratiques de travail de directions d’école primaire de la région de Montréal. McGill journal of education, 49(2), 417-436. https://doi.org/10.7202/1029427ar
- Bakker, A. B. et Demerouti, E. (2007). The Job Demands-Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309-328. https://doi.org/10.1108/02683940710733115
- Bakker, A.B. et Oerlemans, W. (2011). Subjective well-being in organizations. Dans K. S. Cameron, et G. M. Spreitzer (dir.), The Oxford handbook of positive organizational scholarship (p. 178–189). Oxford University Press.
- Bakker, A. B. et Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of occupational health psychology, 22(3), 273-285. https://doi.org/10.1037/ocp0000056
- Bakker, A.B., Demerouti, E. et Sanz-Vergel A. (2023). Job demands–resources theory: ten years later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25–53. https://doi.org/10.1146/annurev-orgpsych-120920-053933
- Bartanen, B., Rogers, L. K. et Woo, D. S. (2021). Assistant principal mobility and its relationship with principal turnover. Educational Researcher, 50(6), 368-380. https://doi.org/10.3102/0013189X21993105
- Béteille, T., Kalogrides, D. et Loeb, S. (2012), Stepping stones: principal career paths and school outcomes, Social Science Research, 41(4), 904-919. https://doi.org/10.1016/j.ssresearch.2012.03.003
- Bourque, J., Doucet, D., LeBlanc, J., Dupuis, J., & Nadeau, J. (2019). L’alpha de Cronbach est l’un des pires estimateurs de la consistance interne: une étude de simulation. Revue des sciences de l’éducation, 45(2), 78-99. https://doi.org/10.7202/1067534ar
- Brouhier, Q., Coppe, T., März, V. et Raemdonck, I. (2023). Professional learning of late-career teachers in early childhood education: A matter of (im) balance between personal resources, job resources, and job demands. Teaching and Teacher Education, 133, 104273. https://doi.org/10.1016/j.tate.2023.104273
- Burmeister, E. et Aitken, L. M. (2012). Sample size: how many is enough? Australian Critical Care: Official Journal of the Confederation of Australian Critical Care Nurses, 25(4), 271–4. https://doi.org/10.1016/j.aucc.2012.07.002
- Carroll, R. J. et Schneider, H. (1985). A note on levene’s tests for equality of variances. Statistics and Probability Letters, 3(4), 191–194. https://doi.org/10.1016/0167-7152(85)90016-1
- Clément, L., Levasseur, A., Roy, M.-M. et Rivest, M.-C. (2023). L’organisation du travail des directions et des directions adjointes : examen des différences au regard des exigences et des ressources du travail. Le bulletin du GRIDE : De la théorie à la pratique, 5(2). https://www.gride-qc.ca/wp-content/uploads/2023/10/Clement-et-al.-2023.pdf
- Clément, L., Fernet, C., Morin, A.J.S. et Austin, S. (2020). In Whom College Teachers Trust? On the Role of Specific Trust Referents and Basic Psychological Needs in Optimal Functioning at Work. HigherEducation, 80(3), 511-530. https://doi.org/10.1007/s10734-019-00496-z
- Clément, L. (2018). Le leadership et la réussite scolaire en milieu défavorisé : le portrait contrasté d’une réalité complexe. Dans J.-J. Moisset, J. Plante et P. Toussaint (dir.). La gestion des ressources humaines pour la réussite scolaire (2e éd., p.381-400). Presses de l’Université du Québec.
- Cochran, W. G. (1977). Sampling techniques. John Wiley & Sons.
- Collie, R. J., Granziera, H. et Martin, A. J. (2020). School principals’ workplace well-being: a multination examination of the role of their job resources and job demands. Journal of Educational Administration, 58(4), 417–433. https://doi.org/10.1108/JEA-04-2019-0075
- Dagenais-Desmarais, V. et Savoie, A. (2012). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies, 13, 659-684. https://doi.org/10.1007/s10902-011-9285-3
- Danna, K. et Griffin, R. W. (1999). Health and Well-Being in the Workplace: A Review and Synthesis of the Literature. Journal of Management, 25(3), 357-384. https://doi.org/10.1177/014920639902500305
- Decret-Rouillard, R., Mallard, S. et Reto, G. (2022). Division du travail dans les établissements scolaires publics français du secondaire: la fonction des adjoints de direction. Canadian Journal of Educational Administration and Policy, (199), 117-128. https://doi.org/10.7202/1091097ar
- Demerouti, E., Bakker, A. B., Nachreiner, F. et Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499
- Dicke, T., Marsh, H. W., Riley, P., Parker, P. D., Guo, J. et Horwood, M. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals. Frontiers in psychology, 9, 584. https://doi.org/10.3389/fpsyg.2018.00584
- Dicke, T., Parker, P. D., Guo, J., Basarkod, G., Marsh, H. W., Deady, M., Harvey, S. et Riley, P. (2022). Ubiquitous emotional exhaustion in school principals: Stable trait, enduring autoregressive trend, or occasion-specific state? Journal of Educational Psychology, 114(2), 426–441. https://doi-org.acces.bibl.ulaval.ca/10.1037/edu0000582
- Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542–575. https://doi.org/10.1037/0033-2909.95.3.542
- Diener, E. (2012). New findings and future directions for subjective well-being research. American Psychologist, 67(8), 590–597. https://doi.org/10.1037/a0029541
- Diener, E., Pressman S., Hunter, J. et Chase, D. (2017). If, why, and when subjective well-being influences health, and future needed research. Appl Psychol Health Well Being, 9(2), 133-167. https://doi.org/10.1111/aphw.12090
- Gastwirth, J. L., Gel, Y. R. et Miao, W. (2009). The Impact of Levene’s Test of Equality of Variances on Statistical Theory and Practice. Statist. Sci. 24(3) 343 - 360. https://doi.org/10.1214/09-STS301
- Gravelle, F. (2012). Quels sont les principaux changements qui ont modifié la fonction de direction ou de direction adjointe d’établissement scolaire depuis l’avènement de la réforme de l’administration publique du Québec? Éducation et francophonie, 40(1), 76-93. https://www.erudit.org/fr/revues/ef/2012-v40-n1- ef0137/1010147ar.pdf
- Gravelle, F. et Bissonnette, M. (2018). Stratégies de gestion en contexte de diversité en milieu scolaire: référentiel régissant la fonction de direction d’établissement d’enseignement au Québec. Alterstice, 8(2), 75-87. https://doi.org/10.7202/1066954ar
- Grawitch, M. J., Ballard, D. W. et Erb, K. R. (2015). To be or not to be (stressed): The critical role of a psychologically healthy workplace in effective stress management. Stress and Health, 31(4), 264-273. https://doi.org/10.1002/smi.2619
- Grisay, A. (1999). Comment mesurer l’effet des systèmes scolaires sur les inégalités entre élèves. La justice du système éducatif, 113-138. http://www.aspe.ulg.ac.be/grisay/fichiers/CTB16b.pdf
- Grissom, J. A., Loeb, S. et Mitani, H. (2015). Principal time management skills. Journal of Educational Administration, 53(6), 773–793. https:// doi.org/10.1108/JEA-09-2014-0117
- Hayes, A. F. et Coutts, J. J. (2020). Use Omega Rather than Cronbach’s Alpha for Estimating Reliability. But…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
- Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513-524. https://doi.org/10.1037/0003-066X.44.3.513
- Hobfoll S.E., Halbesleben J., Neveu J. et Westman M. (2018). Conservation of resources in the organizational context: the reality of resources and their consequences. Annual Review of Organizational Psychology and Organizational Behavior, 5,103–28. https://doi.org/10.1146/annurev-orgpsych-032117-104640
- Huang, C., Xie, X., Cheung, S. P., Zhou, Y. et Ying, G. (2021). Job demands, resources, and burnout in social workers in China: mediation effect of mindfulness. International journal of environmental research and public health, 18(19), 10526. https://doi.org/10.3390/ijerph181910526
- Huppert, F. A. et So T. T. (2013). Flourishing across Europe: application of a new conceptual framework for defining well-being. Social Indicators Research, 110(3), 837-861. https://doi.org/10.1007/s11205-011-9966-7
- Huta, V. et Waterman, A. S. (2014). Eudaimonia and its distinction from hedonia: Developing a classification and terminology for understanding conceptual and operational definitions. Journal of happiness studies, 15, 1425-1456. https://doi.org/10.1007/s10902-013-9485-0
- Huyghebaert, T., Fouquereau, E., Lahiani, F. J., Beltou, N., Gimenes, G. et Gillet, N. (2018). Examining the longitudinal effects of workload on ill-being through each dimension of workaholism. International Journal of Stress Management, 25(2), 144-162. https://doi.org/10.1037/str0000055
- Ilies, R., Bono, J. E. et Bakker, A. B. (2024). Crafting Well-Being: Employees Can Enhance Their Own Well-Being by Savoring, Reflecting upon, and Capitalizing on Positive Work Experiences. Annual Review of Organizational Psychology and Organizational Behavior, 11, 63-91. https://doi.org/10.1146/annurev-orgpsych-110721-045931
- Institut national de santé publique du Québec (INSPQ). (2024). Risques psychosociaux du travail et promotion de la santé des travailleurs. https://www.inspq.qc.ca/risques-psychosociaux-du-travail-et-promotion-de-la-sante-des-travailleurs/risques-psychosociaux-du-travail
- Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285-308. http://dx.doi.org/10.2307/2392498
- Kim T. K. (2015). T test as a parametric statistic. Korean journal of anesthesiology, 68(6), 540–546. https://doi.org/10.4097/kjae.2015.68.6.540
- Leithwood, K., Sun, J. et Pollock, K. (Eds.). (2017). How school leaders contribute to student success: The four paths framework, 23. Springer. 10.1007/978-3-319-50980-8
- Lequeurre, J., Gillet, N., Ragot, C. et Fouquereau, E. (2013). Validation of a French questionnaire to measure job demands and resources. Revue internationale de psychologie sociale, 26(4), 93-124. https://www.cairn.info/revue--2013-4-page-93.htm.
- Liebowitz, D. D. et Porter, L. (2019). The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and metaanalysis of the empirical literature. Review of Educational Research, 89(5), 785–827. https://doi.org/10.3102/0034654319866133
- Liu, Y. et Bellibas, M. S. (2018). School factors that are related to school principals’job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1-19. https://doi.org/10.1016/j.ijer.2018.04.002
- Luthans, F. et Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual review of organizational psychology and organizational behavior, 4, 339-366. https://doi.org/10.1146/annurev-orgpsych-032516-113324
- Mäkelä, L., Tanskanen, J. et De Cieri, H. (2021). Do Relationships Matter? Investigating the Link Between Supervisor and Subordinate Dedication and Cynicism via the Quality of Leader–Member Exchange. Journal of Leadership & Organizational Studies, 28(1), 76-90. https://doi.org/10.1177/1548051820967010
- Manzano García, G. et Ayala Calvo, J. C. (2012). Emotional exhaustion of nursing staff: influence of emotional annoyance and resilience. International Nursing Review, 59(1), 101–107. https://doi.org/10.1111/j.1466-7657.2011.00927.x
- Markow, D., Macia, L. et Lee, H. (2013). The MetLife Survey of the American Teacher. Challenges for School Leadership. A Survey of Teachers and Principals. Repéré à https://files.eric.ed.gov/fulltext/ED542202.pdf
- Marsh, H. W., Dicke, T., Riley, P., Parker, P. D., Guo, J., Basarkod, G. et Martin, A. J. (2023). School principals’ mental health and well‐being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well‐being. Applied Psychology: Health and Well‐Being, 15(3), 999-1027. https://doi.org/10.1111/aphw.12423
- McDonald, R. P. (1970). Theoretical foundations of principal factor analysis, canonical factor analysis, and alpha factor analysis. British Journal of Mathematical & Statistical Psychology, 23(1), 1–21. https://doi.org/10.1111/j.2044-8317.1970.tb00432.x
- Ministère de l’Éducation du Québec. (2023a). Indices de défavorisation des écoles publiques 2022-2023. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/statistiques_info_decisionnelle/Indices-defavorisations_2022-2023.pdf
- Ministère de l’Éducation du Québec. (2023b). Direction des Indicateurs et des Statistiques (DIS). Système du Personnel des commissions scolaires (PERCOS). Données au 23 mars 2023. https://bdso.gouv.qc.ca/pls/ken/ken213_afich_tabl.page_tabl?p_iden_tran=REPERJADG2N14179032085220x`HKi&p_lang=1&p_m_o=MEQ&p_id_raprt=3608#tri_statut=5&tri_personnel=15
- Ministère de l’Éducation du Québec. (2024) Indices de défavorisation. Repéré à http://www.education.gouv.qc.ca/references/indicateurs-et-statistiques/indices-de-defavorisation/
- Ministère de l’Éducation et de l’enseignement supérieur. (2017). Politique de la réussite éducative : le plaisir d’apprendre, la chance de réussir. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/politiques_orientations/politique_reussite_educative_10juillet_F_1.pdf
- Nunnally, J. C. (1978). Psychometric Theory. New York, NY: McGraw-Hill.
- Office québécois de la langue française (OQLF) (2024). Grand dictionnaire terminologique « défavorisation ». https://vitrinelinguistique.oqlf.gouv.qc.ca/fiche-gdt/fiche/8363322/defavorisation
- Poirel, E., Lauzon, N. et Clément, L. (dir.) (2020). L’actualisation du leadership. Dans Formation et développement professionnel des directions d’établissement (p. 79-96). Presses de l’Université du Québec. 89.
- Poirel, E., Yvon, F., Lapointe, P. et Denecker, C. (2017). La fonction de direction scolaire adjointe: une comparaison des sources de stress entre adjoints et directions. Revue des sciences de l’éducation, 43(2), 231-260. https://doi.org/10.7202/1043031ar
- Schaufeli, W. B., Leiter, M. P., Maslach, C. et Jackson, S. E. (1996). Maslach burnout inventory-general survey. Dans C. Maslach, S. E. Jackson et M. P. Leiter (dir.), The Maslach burnout inventory-test manual (3e éd., p.22-26). Consulting Psychologists Press.
- Schaufeli, W. B., Bakker, A. B. et Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and psychological measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471
- See, S-M., Kidson, P., Marsh, H. et Dicke, T. (2022). The Australian Principal Occupational Health, Safety and Wellbeing Survey (IPPE Report). Institute for Positive Psychology and Education, Australian Catholic University. https://www.healthandwellbeing.org/reports/AU/2022_ACU_Principals_HWB_Final_Report.pdf
- Serour, N., Jury, M. et Toczek-Capelle, M. C. (2021). Orientation des élèves en difficulté à la fin de l’école primaire: étude du rôle du milieu social de l’élève sur les propositions d’orientation des enseignant· e· s du premier degré. L’orientation scolaire et professionnelle, 50(2), 287-310. https://doi.org/10.4000/osp.14180
- Skaik Y. (2015). The bread and butter of statistical analysis “t-test”: Uses and misuses. Pak J Med Sci. 2015 Nov-Dec; 31(6), 1558-9. http://dx.doi.org/10.12669/pjms.316.8984
- St-Germain, M. (2012). Étude des divergences entre le temps de travail réel et le temps de travail souhaité chez les directions membres de la FQDE Version abrégée. Gatineau. Repéré à http://www.fcdef.ca/wp-content/uploads/2015/11/Michel-St-Germain-version-abregee.pdf
- Tabachnick, B. G. et Fidell, L. S. (2007). Experimental designs using ANOVA (Vol. 724). Belmont, CA: Thomson/Brooks/Cole.
- Temam, S., Billaudeau, N. et Vercambre, M. N. (2019). Overall and work-related well-being of teachers in socially disadvantaged schools: a population-based study of French teachers. BMJ open, 9(9), e030171. http://dx.doi. org/10.1136/bmjopen-2019- 030171
- Trudeau, S., Bergeron-Bonnelly, L., Sénéchal, C., Brunet, L. et Savoie, A. (2018). Santé psychologique et climat organisationnel des directions d’écoles: sont-ils reliés au statut socioéconomique?. https://www.researchgate.net/profile/Simon-Trudeau/publication/325022518_School_administrators’_psychological_health_and_organizational_climate_Are_they_related_to_socioeconomic_status/links/5af1e476458515c28375c820/School-administrators-psychological-health-and-organizational-climate-Are-they-related-to-socioeconomic-status.pdf
- Wang, F. (2024). Principals’ well-being: understanding its multidimensional nature. School Leadership & Management, 1–24. https://doi.org/10.1080/13632434.2024.2334942
- Waterman, A. S. (2013). Introduction: Considering the nature of a life well-lived—Intersections of positive psychology and eudaimonist philosophy. In A. S. Waterman (Ed.), The best within us: Positive psychology perspectives on eudaimonia (pp. 3–17). American Psychological Association. https://doi.org/10.1037/14092-001
- Xanthopoulou, D., Bakker, A. B., Demerouti, E. et Schaufeli, W. B. (2009). Reciprocal relationships between job resources, personal resources, and work engagement. Journal of Vocational Behavior, 74(3), 235-244. https://doi.org/10.1016/j.jvb.2008.11.003
10.7202/1017285ar