Résumés
Résumé
Le soutien à la radicalisation violente en milieux éducatifs préoccupe les écoles. Il a été documenté chez des élèves de collège et d’écoles secondaires. Qu’en est-il du personnel enseignant? Cette étude examine les associations entre détresse psychologique, climat dans le milieu de travail et expériences d’adversité sociale, de même qu’avec le soutien à la radicalisation violente de personnes enseignantes d’origines diverses dans des écoles primaires et secondaires de différentes régions du Québec au cours des deux premières vagues de la COVID-19. De plus, elle explore si ces associations varient entre les personnes enseignantes issues de l’immigration et celles d’implantation plus ancienne. Au total, 891 personnes enseignantes ont répondu à un questionnaire en ligne. Des analyses de régression linéaire ont montré qu’un engagement professionnel plus important et une meilleure santé mentale étaient associés à moins de soutien à la radicalisation violente. Plus d’expériences de violence était un facteur de risque pour le soutien à la radicalisation violente, et ce, surtout pour les personnes issues de l’immigration. Ces résultats suggèrent que la promotion d’un climat de travail plus positif et inclusif, ainsi que le soutien psychologique au personnel enseignant représentent des pistes prometteuses pour réduire les risques de violence en milieu éducatif.
Abstract
Support for violent radicalization in educational settings is a concern for schools. This phenomenon has been documented among college and high school students, but how about teachers? In the context of the first two waves of COVID-19, this study examines connections between psychological distress, workplace climate and experiences of social adversity in relation to teacher support for violent radicalization. The teachers were from diverse backgrounds and were working in primary and secondary schools across Quebec. It also explores whether these associations differ between teachers from an immigrant background and those with longstanding presence in Quebec. A total of 891 teachers responded to an online questionnaire. Linear regression analyses showed that greater professional engagement and better mental health were associated with less support for violent radicalization. More experiences of violence were a risk factor for supporting violent radicalization, especially among people from an immigrant background. These findings suggest that promoting a more positive and inclusive work environment, as well as providing psychological support to teachers, are promising avenues for reducing risks of violence in educational settings.
Resumen
El apoyo a la radicalización violenta en los entornos educativos preocupa las escuelas. Se ha documentado en alumnos del colegio y de escuelas secundarias. ¿Qué ocurre con el personal docente? Este estudio examina las asociaciones entre sufrimiento psicológico, ambiente laboral y experiencias de adversidad social, así como con el apoyo a la radicalización violenta de personas docentes de diversos orígenes en escuelas primarias y secundarias de diferentes regiones de Quebec durante las dos primeras oleadas de COVID 19. Además, examina si estas asociaciones varían entre las personas docentes procedentes de la inmigración y las de implantación más antigua. En total, 891 personas docentes respondieron un cuestionario en línea. Análisis de regresión linear mostraron que un compromiso profesional más importante y una mejor salud mental eran asociados a menos apoyo a la radicalización violenta. Más experiencias de violencia eran un factor de riesgo para el apoyo a la radicalización violenta, y esto, sobre todo para las personas procedentes de la inmigración. Estos resultados sugieren que la promoción de un ambiente laboral más positivo e inclusivo así como el apoyo psicológico al personal docente representan pistas prometedoras para reducir los riesgos de violencia en entorno educativo.
Parties annexes
Bibliographie
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