ror.org/02495e989
Abstracts
Résumé
Cette étude présente la conception et le processus de validation d’un instrument de mesure de la socialisation au travail des enseignants débutants. Un total de 1487 enseignants de différents niveaux d’enseignement obligatoire ont été interrogés. Les fondations théoriques ainsi que les analyses factorielles exploratoires et confirmatoires mettent en évidence quatre dimensions de socialisation au travail : la socialisation au groupe de travail, au climat micropolitique, aux tâches d’enseignement ainsi qu’à l’organisation. L’instrument proposé présente, en respect de différents critères consensuels quant aux processus de validation d’échelles, des arguments de validité élevés. Cette contribution nourrit l’enjeu majeur d’une approche globalisante de l’insertion des enseignants qui va au-delà des approches centrées sur le travail de l’enseignant en classe.
Mots-clés :
- socialisation au travail,
- enseignants débutants,
- développement professionnel,
- processus de validation d’échelle de mesure,
- conception d’instrument de mesure,
- insertion professionnelle
Abstract
This study presents the development and validation process of an instrument to measure early career teachers’ work socialization. A total of 1487 teachers of different levels of education participated is this study. The theoretical foundations as well as the exploratory and confirmatory factorial analyses highlight four dimensions of work socialization: socialization into the workgroup, into the micro-political climate, into the teaching tasks and into the organization. According to commonly used validity process standards, the proposed instrument demonstrates high validity evidences. This contribution offers support for the adaptation of a holistic approach towards teacher induction that goes beyond classroom work tasks.
Keywords:
- work socialization,
- early career teachers,
- professional development,
- measurement scale validation,
- measurement scale development,
- teacher induction
Resumo
Este estudo apresenta a conceção e a validação de um instrumento de medida da socialização no trabalho de professores principiantes. Foram entrevistados 1.487 professores de diferentes níveis de escolaridade obrigatória. Os fundamentos teóricos, bem como as análises fatoriais exploratórias e confirmatórias, destacam quatro dimensões da socialização no trabalho: a socialização no grupo de trabalho, no clima micropolítico, nas tarefas docentes e também na organização. O instrumento proposto apresenta, de acordo com diferentes critérios consensuais para validação de escalas, fortes argumentos de validade. Trata-se de um contributo para o grande desafio de uma abordagem globalizante da indução docente que ultrapasse as abordagens centradas no trabalho docente em sala de aula.
Palavras chaves:
- socialização no trabalho,
- professores principiantes,
- desenvolvimento profissional,
- validação de escala de medida,
- conceção de instrumento de medida,
- indução profissional
Appendices
Références
- Anakwe, U. et Greenhaus, J. (1999). Effective socialization of employees : A socialization content perspective. Journal of Managerial Issues, 11(3), 315-329. https://www.jstor.org/stable/40604274
- Auclair Tourigny, M. (2017). Besoins de soutien des enseignants du primaire québécois : analyse thématique de leurs perceptions en vue d’offrir des pistes d’amélioration pour quatre aspects de leur pratique professionnelle [Thèse de doctorat non publiée]. Université de Sherbrooke. https://savoirs.usherbrooke.ca/handle/11143/11067?locale-attribute=fr
- Ball, S. (1994). Micro-politics of schools. Dans T. Husén et T. Postlethwalte (dir.), The international envyclopedia of education (2nd ed., vol. 7, p. 3821-3826). Pergamon.
- Batistič, S. et Kaše, R. (2015). The organizational socialization field fragmentation : A bibliometric review. Scientometrics, 104(1), 121-146. https://doi.org/10.1007/s11192-015-1538-1
- Bickmore, D. L. et Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006-1014. https://doi.org/10.1016/j.tate.2009.10.043
- Berger, J.-L. et D’Ascoli, Y. (2012). Becoming a VET teacher as a second career : Investigating the determinants of career choice and their relation to perceptions about prior occupation. Asia-Pacific Journal of Teacher Education, 40(3), 317-341. https://doi.org/10.1080/1359866X.2012.700046
- Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R. et Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research : A primer. Frontiers in Public Health, 6(149). https://doi.org/10.3389/fpubh.2018.00149
- Bourhis, A. (2004, 1-4 septembre). Des difficultés de la mesure du niveau de socialisation dans les organisations [communication orale]. Actes du 15e Congrès de l’AGRH, Montréal, QC.
- Brown, T. A. (2014). Confirmatory factor analysis for applied research. Guilford Publications.
- Carpentier, G. (2019). Les types de besoins de soutien des enseignants débutants et leur perception de l’aide reçue [Thèse de doctorat non publiée]. Université de Sherbrooke. Savoirs. https://savoirs.usherbrooke.ca/handle/11143/15821
- Chao, G. T. (2012). Organizational socialization : Background, basics, and a blueprint for adjustment at work. Dans S. W. J. Kozlowski (dir.), The Oxford handbook of organizational psychology (vol. 1, p. 579-614). Oxford University Press. https://www.researchgate.net/publication/285359313_Organizational_Socialization_Background_Basics_and_a_Blueprint_for_Adjustment_at_Work
- Chao, G. T., O’Leary-Kelly, A. M., Wolf, S., Klein, H. J. et Gardner, P. D. (1994). Organizational socialization : Its content and consequences. Journal of Applied Psychology, 79(5), 730-743. https://psycnet.apa.org/doi/10.1037/0021-9010.79.5.730
- Cohen, A. et Veled-Hecht, A. (2010). The relationship between organizational socialization and commitment in the workplace among employees in long-term nursing care facilities. Personnel Review, 39(5), 537-556. https://doi.org/10.1108/00483481011064136
- Colognesi, S., Van Nieuwenhoven, C. et Beausaert, S. (2020). Supporting newly-qualified teachers’ professional development and perseverance in secondary education : On the role of informal learning. European Journal of Teacher Education, 43(2), 258-276. https://doi.org/10.1080/02619768.2019.1681963
- Cooper-Thomas, H. D. et Anderson, N. (2006). Organizational socialization : A new theoretical model and recommendations for future research and HRM practices in organizations. Journal of Managerial Psychology, 21(5), 492-516. https://doi.org/10.1108/02683940610673997
- Coppe, T., März, V., Coertjens, L. et Raemdonck, I. (2021). Transitioning into TVET schools : An exploration of second career teachers’ entry profiles. Teaching and Teacher Education, 101, 103317. https://doi.org/10.1016/j.tate.2021.103317
- Coppe, T., März, V. et Raemdonck, I. (sous presse). Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle. Revue des sciences de l’éducation de McGill.
- De Stercke, J., De Lièvre, B., Temperman, G., Cambier, J. B., Renson, J. M., Beckers, J., Leemans, M. et Marechal, C. (2010). Difficultés d’insertion professionnelle dans l’enseignement secondaire ordinaire en Belgique francophone. Éducation & Formation, e-294, 137-148. https://www.researchgate.net/publication/260579582_Difficultes_d’insertion_professionnelle_dans_l’enseignement_secondaire_ordinaire_en_Belgique_francophone
- DeVellis, R. F. (2016). Scale development : Theory and applications (vol. 26). SAGE Publications.
- Dicke, T., Elling, J., Schmeck, A. et Leutner, D. (2015). Reducing reality shock : The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1-12. https://doi.org/10.1016/j.tate.2015.01.013
- Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct validation. Measurement and Evaluation in Counseling and Development, 43(2), 121-149. https://doi.org/10.1177/0748175610373459
- Duchesne, C. et Kane, R. (2010). Défis de l’insertion professionnelle et dispositifs d’encadrement. McGill Journal of Education, 45(1), 63-80. https://doi.org/10.7202/1000030ar
- Dunn, T. J., Baguley, T. et Brunsden, V. (2014). From alpha to omega : A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399-412. https://doi.org/10.1111/bjop.12046
- Dupriez V. et Cattonar, B. (2018). Les politiques d’accompagnement des enseignants entre professionnalisation et accountability. Dans C. Van Nieuwenhoven, S. Colognesi et S. Beausaert (dir.), L’accompagnement des pratiques professionnelles enseignants en formation initiale, en insertion et en cours de carrière (p. 246-261). Presses universitaires de Louvain.
- Fédération Wallonie-Bruxelles. (2018). Indicateurs de l’enseignement de 2018. http ://www.enseignement.be/index.php?page=28126&navi=4551
- Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25-29. https://www.researchgate.net/publication/252096804_What_New_Teachers_Need_to_Learn
- Feldman, D. C. (1981). The multiple socialization of organization members. Academy of Management Review, 6(2), 309-318. https://doi.org/10.2307/257888
- Feldman, D. C. (2012). The impact of socializing newcomers on insiders. Dans C. R. Wanberg (dir.), The Oxford handbook of organizational psychology (p. 215-229). Oxford University Press. https://www.researchgate.net/publication/287263508_The_Impact_of_Socializing_Newcomers_on_Insiders
- Fernet, C., Senécal, C., Guay, F., Marsh, H. et Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279. https://doi.org/10.1177%2F1069072707305764
- Friedman, I. A. et Kass, E. (2002). Teacher self-efficacy : A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675-686. https://doi.org/10.1016/S0742-051X(02)00027-6
- Girinshuti, C. (2019). Parcours des enseignant(e)s novices et difficultés des débuts dans le métier. Dans D. Demazière, J. Morrissette et M. Zune (dir.), La socialisation professionnelle, au coeur des situations de travail (p. 200). Octarès.
- Goldhaber, D., Gross, B. et Player, D. (2011). Teacher career paths, teacher quality, and persistence in the classroom : Are public schools keeping their best? Journal of Policy Analysis and Management, 30(1), 57-87. https://doi.org/10.1002/pam.20549
- Grangeat, M. et Gray, P. (2007). Factors influencing teachers’ professional competence development. Journal of Vocational Education and Training, 59(4), 485-501. http ://dx.doi.org/10.1080/13636820701650943
- Haggard, C., Slostad, F. et Winterton, S. (2006). Transition to the school as workplace : Challenges of second career teachers. Teaching Education, 17(4), 317-327. https://doi.org/10.1080/10476210601017410
- Haueter, J. A., Macan, T. H. et Winter, J. (2003). Measurement of newcomer socialization : Construct validation of a multidimensional scale. Journal of Vocational Behavior, 63(1), 20-39. https://doi.org/10.1016/S0001-8791(02)00017-9
- Hayton, J. C., Allen, D. G. et Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis : A tutorial on parallel analysis. Organizational Research Methods, 7(2), 191-205. https://doi.org/10.1177/1094428104263675
- Hoy, W. K. et Sabo, D. (1998). Quality middle schools : Open and healthy. Corwin Press.
- Ingersoll, R. M. et Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers : A critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323
- Kearney, S. (2014). Understanding beginning teacher induction : A contextualized examination of best practice. Cogent Education, 1(1), 967477. https://doi.org/10.1080/2331186X.2014.967477
- Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization : A situated learning model. Cogent Education, 2(1), 1028713. https://doi.org/10.1080/2331186X.2015.1028713
- Kelchtermans, G. (2017). ‘‘Should I stay or should I go?’’ : Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961-977. https://doi.org/10.1080/13540602.2017.1379793
- Kelchtermans, G. (2019). Early career teachers and their need for support : Thinking again. Dans A. Sullivan, B. Johnson et M. Simons (dir.), Attracting and keeping the best teachers : Issues and opportunities (p. 83-98). Springer Singapore. https://doi.org/10.1007/978-981-13-8621-3_5
- Kelchtermans, G. et Vanassche, E. (2017). Micropolitics in the education of teachers : Power, negotiation, and professional development. Dans D. J. Clandinin et J. Hussu (dir.), The SAGE handbook of research on teacher education (p. 441-456). https://www.researchgate.net/publication/319103965_Micropolitics_in_the_Education_of_Teachers_Power_Negotiation_and_Professional_Development
- Klein, H. J. et Heuser, A. E. (2008). The learning of socialization content : A framework for researching orientating practices. Research in Personnel and Human Resources Management, 27(8), 279-336. https://doi.org/10.1016/S0742-7301(08)27007-6
- Lacaze, D. (2007). La gestion de l’intégration en entreprise de service : l’apport du concept de socialisation organisationnelle. Management Avenir, 14(4), 9-24. https://doi.org/10.3917/mav.014.0009
- Lamaurelle, J.-L., Gervais, T. et Lapeyrère, H. (2016). L’accompagnement professionnel des jeunes enseignants. Hachette Éducation.
- Lecat, A., Raemdonck, I., Beausaert, S. et März, V. (2019). The what and why of primary and secondary school teachers’ informal learning activities. International Journal of Educational Research, 96, 100-110. https://doi.org/10.1016/j.ijer.2019.06.003
- Little, T. D. (2013). Longitudinal structural equation modeling. Guilford Press.
- Maroy, C. et Cattonar, B. (2002). Professionnalisation ou déprofessionnalisation des enseignants? Le cas de la Communauté française de Belgique. Cahier de recherche du GIRSEF, 18. https://halshs.archives-ouvertes.fr/halshs-00603557/document
- Martineau, S., Portelance, L. et Presseau, A. (2009). La socialisation au travail comme indicateur de développement professionnel : analyse des approches basées sur la mesure. Questions vives : Recherches en éducation, 5(11), 243-258. https://doi.org/10.4000/questionsvives.614
- März, V., Gaikhorst, L. et Van Nieuwenhoven, C. (2019). Entrer dans le métier, c’est plus qu’enseigner. Comment préparer les futurs enseignants à assumer leur rôle organisationnel? Éducation & Formation, 315, 65-81.
- März, V. et Kelchtermans, G. (2020). The networking teacher in action : A qualitative analysis of early career teachers’ induction process. Teaching and Teacher Education, 87, 102933. https://doi.org/10.1016/j.tate.2019.102933
- Mukamurera, J., Lakhal, S. et Tardif, M. (2019). L’expérience difficile du travail enseignant et les besoins de soutien chez les enseignants débutants au Québec. Activités, 16(1). https://doi.org/10.4000/activites.3801
- Mukamurera, J., Martineau, S., Bouthiette, M. et Ndoreraho, J.-P. (2013). Les programmes d’insertion professionnelle des enseignants dans les commissions scolaires du Québec : portrait et appréciation des acteurs. Éducation & Formation, 299, 13-35.
- Muthén, K. et Muthén, B. (1998-2017). Mplus – Statistical analysis with latent variables : User’s guide (8e éd.). Muthén & Muthén. https://www.statmodel.com/download/usersguide/MplusUserGuideVer_8.pdf
- Niyubahwe, A., Mukamurera, J. et Sirois, G. (2018). Comment les enseignants immigrants formés à l’étranger vivent-ils les relations interpersonnelles et professionnelles à leur entrée dans le milieu scolaire québécois? Alterstice, 8(2), 25-36. https://doi.org/10.7202/1066950ar
- Perreira, T. A., Morin, A. J. S., Hebert, M., Gillet, N., Houle, S. A. et Berta, W. (2018). The short form of the Workplace Affective Commitment Multidimensional Questionnaire (WACMQ-S) : A bifactor-ESEM approach among healthcare professionals. Journal of Vocational Behavior, 106, 62-83. https://doi.org/10.1016/j.jvb.2017.12.004
- Perrot, S. et Campoy, E. (2009). Développement d’une échelle de mesure de la socialisation organisationnelle : une approche croisée entre processus et contenu. Revue de gestion des ressources humaines, 71, 23-42.
- Putnick, D. L. et Bornstein, M. H. (2016). Measurement invariance conventions and reporting : The state of the art and future directions for psychological research. Developmental Review, 41, 71-90. https://doi.org/10.1016/j.dr.2016.06.004
- Richards, K. A. R., Templin, T. J. et Gaudreault, K. L. (2013). Understanding the realities of school life : Recommendations for the preparation of physical education teachers. Quest, 65(4), 442-457. https://doi.org/10.1080/00336297.2013.804850
- Richards, K. A. R., Templin, T. J. et Graber, K. (2014). The socialization of teachers in physical education : Review and recommendations for future works. Kinesiology Review, 3(2), 113-134. https://doi.org/10.1123/kr.2013-0006
- Rigotti, T., Schyns, B. et Mohr, G. (2008). A short version of the occupational self-efficacy scale : Structural and construct validity across five countries. Journal of Career Assessment, 16(2), 238-255. https://doi.org/10.1177/1069072707305763
- Rots, I., Kelchtermans, G. et Aelterman, A. (2012). Learning (not) to become a teacher : A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1-10. https://doi.org/10.1016/j.tate.2011.08.008
- Saka, Y., Southerland, S. A. et Brooks, J. S. (2009). Becoming a member of a school community while working toward science education reform : Teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education, 93(6), 996-1025. https://doi.org/10.1002/sce.20342
- Satorra, A. et Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243-248. https://doi.org/10.1007/s11336-009-9135-y
- Schein, E. H. (1968). Organizational socialization and the profession of management. Industrial Management Review, 9, 1-16.
- Schyns, B. et von Collani, G. (2002). A new occupational self-efficacy scale and its relation to personality constructs and organizational variables. European Journal of Work and Organizational Psychology, 11(2), 219-241. https://doi.org/10.1080/13594320244000148
- Shanmugam, V. et Marsh, J. E. (2015). Application of structural equation modeling to the social sciences : A brief guide for researchers. Mesure et évaluation en éducation, 37(3), 99-123. https://doi.org/10.7202/1036329ar
- Skaalvik, E. M. et Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. https://doi.org/10.1037/0022-0663.99.3.611
- Tang, S. Y. F., Cheng, M. M. H. et Wong, A. K. Y. (2016). The preparation of pre-service student teachers’ competence to work in schools. Journal of Education for Teaching, 42(2), 149-162. https://doi.org/10.1080/02607476.2016.1143143
- Tang, S. Y. F., Wong, A. K. Y. et Cheng, M. M. H. (2016). Configuring the three-way relationship among student teachers’ competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354. https://doi.org/10.1016/j.tate.2016.09.001
- Taormina, R. J. (2004). Convergent validation of two measures of organizational socialization. International Journal of Human Resource Management, 15(1), 76-94. https://doi.org/10.1080/0958519032000157357
- Tardif, M. et Lessard, C. (1999). Le travail enseignant au quotidien : expérience, interactions humaines et dilemmes professionnels. Presses de l’Université Laval.
- Tigchelaar, A., Brouwer, N. et Vermunt, J. D. (2010). Tailor-made : Towards a pedagogy for educating second-career teachers. Educational Research Review, 5(2), 164-183. https://doi.org/10.1016/j.edurev.2009.11.002
- Trent, J. (2018). “It’s like starting all over again” : The struggles of second-career teachers to construct professional identities in Hong Kong schools. Teachers and Teaching : Theory and Practice, 24(8), 931-950. https://doi.org/10.1080/13540602.2018.1477752
- Tschannen-Moran, M. et Woolfolk-Hoy, A. W. (2001). Teacher efficacy : Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
- Tschannen-Moran, M. et McMaster, P. (2009). Sources of self-efficacy : Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245. https://doi.org/10.1086/605771
- Van Maanen, J. et Schein, E. H. (1979). Toward a theory of organizational socialization. Dans B. M. Staw (dir.), Research in organizational behavior (p. 209-264). JAI Press. https://dspace.mit.edu/bitstream/handle/1721.1/1934/SWP-0960-03581864.pdf
- Wood, N. D., Akloubou Gnonhosou, D. C. et Bowling, J. W. (2015). Combining parallel and exploratory factor analysis in identifying relationship scales in secondary data. Marriage & Family Review, 51(5), 385-395. https://doi.org/10.1080/01494929.2015.1059785
- Yong, A. G. et Pearce, S. (2013). A beginner’s guide to factor analysis : Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.09.2.p079
- Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94. https://doi.org/10.1515/jtes-2016-0007
10.7202/1000030ar