ror.org/02cp04407
Résumés
Résumé
Une relation enseignant-élève (REE) de proximité favorise l’engagement des élèves et le ressenti d’émotions positives chez les professeurs. La présente revue systématique interroge ce que rapporte la littérature anglophone quant à l’effet de formations dédiées au développement des compétences émotionnelles (CE) des enseignants sur ces compétences et sur la qualité de la REE. Les 17 études recensées mettent en évidence la capacité de formations courtes à développer de façon durable les CE des enseignants. Le faible nombre d’articles ayant également mesuré la qualité de la REE ne permet pas de conclure quant aux effets de ces formations sur cette variable.
Mots-clés :
- compétences émotionnelles,
- intelligence émotionnelle,
- formation des enseignants,
- qualité de la relation enseignant-élève
Abstract
A teacher-student relationship (TSR) characterized by closeness promotes student engagement and positive emotional experiences among teachers. The present systematic review questions what the English-language literature reports on the effect of training dedicated to the development of teachers' emotional competences (EC) on these competences and on the TSR quality. 17 articles met the inclusion criteria. The findings suggest that brief EC trainings can sustainably develop teachers’ EC. The small number of articles that have also evaluated the TSR quality prevents to conclude as to the effects of these training courses on this variab.
Keywords:
- emotional competences,
- emotional intelligence,
- teacher training,
- teacher-student relationship quality
Parties annexes
Bibliographie
- Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136. https://doi.org/10.1016/j.learninstruc.2018.05.006
- Anari, N. N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256-269. https://doi.org/10.1108/13665621211223379
- Bar-On, R. (2007). How important is it to educate people to be emotionally intelligent, and can it be done? In R. Bar-On, J.G. Maree, M.J. Elias (Eds.), Educating People to Be Emotionally Intelligent (p. 1-14). Praeger.
- Bertrand, K., L’Espérance, N., Flores-Aranda, J., Ngo Ngué, D. M. (2020). Dans M. Corbière et N. Larivière (Dir.), Méthodes qualitatives, quantitatives et mixtes (p. 307-333). Presses de l’Université du Québec.
- Birch, S. H., Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79. https://doi.org/10.1016/S0022-4405(96)00029-5
- Bowlby, J. (1969/1982). Attachment and loss: vol. 1: Attachment, 2nd edn. Basic Books.
- Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., Salovy, P. (2010). Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers. Psychology in the Schools, 47(4), 406-417. https://doi.org/10.1002/pits.20478
- Brown, J. L., Jones, S. M., LaRusso, M. D., Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4rs program. Journal of Educational Psychology, 102(1), 153-167. https://doi.org/10.1007/s10464-013-9570-x
- Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46(4), 367-391. http://dx.doi.org/10.1016/j.jsp.2007.06.009
- Chan, A. H. S., Chen, K., Chong, E. Y. L. (2010). Work stress of teachers from primary and secondary schools in Hong Kong. In Proceedings of the International MultiConference of Engineers and Computer Scientists 2010, IMECS 2010 (pp. 1903-1906).
- Chu, P. S., Saucier, D. A., Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624-645. https://doi.org/10.1521/jscp.2010.29.6.624
- Colomeischi, A. A., Colomeischi, T. (2014). Teachers’ attitudes towards work in relation with emotional intelligence and self-efficacy. Procedia - Social and Behavioral Sciences, 159, 615-619. https://doi.org/10.1016/j.sbspro.2014.12.435
- Curby, T. W., Rudasill, K. M., Edwards, T., Perez-Edgar, K. (2011). The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament, School Psychology Quarterly, 26(2), 175-188. https://doi.org/10.1037/a0023042
- De Carvalho, J. S., Pinto, A. M., Marôco, J. (2017). Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness, 8(2), 337-350. https://doi.org/10.1007/s12671-016-0603-z
- Del Prette, Z. A. P., Del Prette, A. (2008). Um sistema de categorias de habilidades sociais educativas. Paidéia, 18(41), 517-530. https://doi.org/10.1590/S0103-863X2008000300008
- Dolev, N., Leshem, S. (2016). Teachers’ emotional intelligence: The impact of training. International Journal of Emotional Education, 8(1), 75-94. https://www.um.edu.mt/library/oar/handle/123456789/9996
- Early, D. M., Maxwell, K. L., Ponder, B. D., Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38, 57-70. https://doi.org/10.1016/j.ecresq.2016.08.005
- Evans, D., Butterworth, R., Law, G. U. (2019). Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ emotional experiences. Teaching and Teacher Education, 82, 55-68. https://doi.org/10.1016/j.tate.2019.03.008
- Fabes, R. A., Eisenberg, N., Bernzweig, J. (1990). Coping with children’s negative emotions scale (CCNES): Description and scoring. Arizona State University.
- Garner, P. W., Bender, S. L., Fedor, M. (2018). Mindfulness-based SEL programming to increase preservice teachers’ mindfulness and emotional competence. Psychology in the Schools, 55(4), 377-390. https://doi.org/10.1002/pits.22114
- Gilar-Corbi, R., Pozo-Rico, T., Pertegal-Felices, M. L., Sánchez, B. (2018). Emotional intelligence training intervention among trainee teachers: a quasi-experimental study. Psicologia: Reflexão e Crítica, 31(1), 1-13. https://doi.org/10.1186/s41155-018-0112-1
- Gross, J. J., John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348.
- Hagège, H. (2017). Méditer pour l’équité. Éducation et francophonie, 45(1), 107-133. https://doi.org/10.7202/1040723ar
- Hagelskamp, C., Brackett, M. A., Rivers, S. E., Salovey, P. (2013). Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes. American Journal of Community Psychology, 51(3-4), 530-543. https://doi.org/10.1007/s10464-013-9570-x
- Hagenauer, G., Hascher, T., Volet, S. E. (2015). Teacher emotions in the classroom: Associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403. https://doi.org/10.1007/s10212-015-0250-0
- Hamre, B. K., Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
- Hen, M., Sharabi-Nov, A. (2014). Teaching the teachers: emotional intelligence training for teachers. Teaching Education, 25(4), 375-390. https://doi.org/10.1080/10476210.2014.908838
- Howes, C., Burchinal, M., Pianta, R. C., Bryant, D., Early, D., Clifford, R., Barbarin, O. A. (2008). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(3), 27-50. https://doi.org/10.1016/j.ecresq.2007.05.002
- Jennings, P. (2019). L’école en pleine conscience. Des outils simples pour favoriser la concentration, l’harmonie et la réussite scolaire. Les Arènes.
- Jennings, P., Doyle, S., Oh, Y., Rasheed, D., Frank, J., Brown, J. (2019). Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being. Journal of School Psychology, 76, 186-202. https://doi.org/10.1016/j.jsp.2019.07.009
- Jennings, P. A., Brown, J., Frank, J., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A., Cham, H., Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010-1028. https://doi.org/10.1037/edu0000187
- Jennings, P. A., Brown, J. L., Frank, J., Tanler, R., Doyle, S., Rasheed, D., DeWeese, A., Greenberg, M. (2014). Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education (CARE) Program. Society for Research on Educational Effectiveness, Spring Conference Abstract Template.
- Jennings, P. A., Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
- Justo, A. R., Andretta, I., Abs, D. (2018). Dialectical behavioral therapy skills training as a social-emotional development program for teachers. Practice Innovations, 3(3), 168-181. https://doi.org/10.1037/pri0000071
- Karimzadeh, M., Goodarzi, A., Rezaei, S. (2012). The Effect of Social Emotional Skills Training to Enhance General Health & Emotional Intelligence in the Primary Teachers. Procedia - Social and Behavioral Sciences, 46, 57-64. https://doi.org/10.1016/j.sbspro.2012.05.068
- Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., Leys, C. (2019). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11(2), 151-165. https://doi.org/10.1177/1754073917735902
- Kotsou, I., Nélis, D., Grégoire, J., Mikolajczak, M. (2011). Emotional plasticity: Conditions and effects of improving emotional competence in adulthood. Journal of Applied Psychology, 96(4), 827-839. https://doi.org/10.1037/a0023047
- La Paro, K. M., Pianta, R. C., Stuhlman, M. (2004). The Classroom Assessment Scoring System: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409-426. https://doi.org/10.1086/499760
- Lang, S., Jeon, L., Sproat, E.B., Brothers, B.E., Buettner, C.K. (2020). Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience. Early Education and Development, 31(7), 1112-1132. https://doi.org/10.1080/10409289.2020.1749820
- Lang, S. N., Mouzourou, C., Jeon, L., Buettner, C. K., Hur, E. (2017). Preschool teachers’ professional training, observational feedback, child-centered beliefs and motivation: Direct and indirect associations with social and emotional responsiveness. Child & Youth Care Forum, 46(1), 69-90. https://doi.org/10.1007/s10566-016-9369-7
- Lopes, P. N., Salovey, P., Côté, S., Beers, M., Petty, R. E. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113-118. https://doi.org/10.1037/1528-3542.5.1.113
- Mahasneh, A. M. (2016). Emotional Intelligence as a predictor of teacher sense of self-efficacy among student teachers in Jordan. North American Journal of Psychology, 18(1), 165-176. https://eis.hu.edu.jo/deanshipfiles/pub110457161.pdf
- Martyniak, M., Pellitteri, J. (2020). The Effects of Short-Term Emotional Intelligence Training on Preschool Teachers in Poland. Psihologijske teme, 29(1), 85-94. https://doi.org/10.31820/pt.29.1.5
- Mattingly, V., Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review, 29(2), 140-155. https://doi.org/10.1016/j.hrmr.2018.03.002
- Mikolajczak, M., Quoidbach, J., Kotsou, I., Nélis, D. (2009). Les compétences émotionnelles. Dunod.
- Ministère de l’Éducation nationale. (2020). Caractériser les environnements de travail favorisant la satisfaction professionnelle des enseignants : les apports de l’enquête Talis 2018. https://archives-statistiques-depp.education.gouv.fr/Default/doc/SYRACUSE/45505/caracteriser-les-environnements-de-travail-favorisant-la-satisfaction-professionnelle-des-enseignant?_lg=fr-FR
- Nélis, D., Kotsou, I., Quoidbach, J., Hansenne, M., Weytens, F., Dupuis, P., Mikolajczak, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships, and employability. Emotion, 11(2), 354-366. https://doi.org/10.1037/a0021554
- Nizielski, S., Hallum, S., Lopes, P. N., Schütz, A. (2012). Attention to student needs mediates the relationship between teacher emotional intelligence and student misconduct in the classroom. Journal of Psychoeducational Assessment, 30(4), 320-329. https://doi.org/10.1177/0734282912449439
- Oliveira, S., Roberto, M. S., Veiga-Simão, A.M., Marques-Pinto, A. (2021a). A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms. Educational Psychology Review, 33(4), 1779-1808. https://doi.org/10.1007/s10648-021-09612-x
- Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., Veiga-Simão, A.M. (2021b). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review with Meta-Analysis. Frontiers in Psychology, 12, 677217. https://doi.org/10.3389/fpsyg.2021.677217
- Organisation de coopération et de développement économiques. (2019). Programme International pour le suivi des acquis des élèves (PISA). Résultats du PISA 2018. Note par pays. France. https://www.oecd.org/pisa/publications/PISA2018_CN_FRA_FRE.pdf
- Petrides, K. V. (2009). Technical manual for the trait emotional intelligence questionnaires (TEIQue). London Psychometric Laboratory.
- Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., Morrison,F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365-397. https://doi.org/10.3102/0002831207308230
- Pianta, R. C. (1999). Enhancing Relationships between Children and Teachers. American Psychological Association.
- Pishghadam, R., Sahebjam, S. (2012). Personality and Emotional Intelligence in teacher burnout. The Spanish Journal of Psychology, 15(1), 227-236. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n1.37314
- Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock., L. L. (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958-972. https://doi.org/10.1037/a0015861
- Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
- Rupprecht, S., Paulus, P., Walach, H. (2017). Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers. European journal of educational research, 6(4), 565-581. https://doi.org/10.12973/eu-jer.6.4.565
- Salovey, P., Mayer, J. D. (1989-1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
- Shankland, R., Bressoud, N., Tessier, D., Gay, D. (2018). La bienveillance : une compétence socio-émotionnelle de l’enseignant au service du bien-être et des apprentissages ? Questions Vives : recherches en éducation - QVRE, 29, 1-23. https://doi.org/10.4000/questionsvives.3601
- Siekkinen, M., Pakarinen, E., Lerkkanen, M. K., Poikkeus, A.M., Salminen, J., Poskiparta, E., Nurmi, J.-E. (2013). Social competence among 6-year-old children and classroom instructional support and teacher stress. Early Education and Development, 24(6), 877-897. https://doi.org/10.1080/10409289.2013.745183
- Spilt, J. L., Koomen, H. M. Y., Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477. https://doi.org/10.1007/s10648-011-9170-y
- Sutton, R. E., Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856
- Tuluhan, S. M., Yalcinkaya, M. (2018). The Effect of Communication Skills Training Program on Teachers’ Communication Skills, Emotional Intelligence and Loneliness Levels. Revista de Cercetare si Interventie Sociala, 62, 151-172. https://www.rcis.ro/images/documente/rcis62_10.pdf
- Valente, S., Monteiro, A. P., Lourenço, A. A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741-750. https://doi.org/10.1002/pits.22218
- Vesely-Maillefer, A. K., Saklofske, D.H. (2018) Emotional Intelligence and the Next Generation of Teachers. In: Keefer K., Parker J., Saklofske D. (Eds) Emotional Intelligence in Education. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-90633-1_14
- Vesely, A.K., Saklofske, D.H., Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81-85. https://doi.org/10.1016/j.paid.2014.01.052
- Virat, M. (2019). Quand les profs aiment les élèves : psychologie de la relation éducative. Odile Jacob.
- Walker, S., Graham, L. J. (2019). At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education, 25(8), 896-913. https://doi.org/10.1080/13603116.2019.1588925
- Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209. https://doi.org/10.1037/0022-0663.90.2.202
- Wimmer, L., Von Stockhausen, L., Bellingrath, S. (2019). Improving emotion regulation and mood in teacher trainees: Effectiveness of two mindfulness trainings. Brain and Behavior, 9(9), [e01390]. https://doi.org/10.1002/brb3.1390
- Wong, C. S., Wong, P. M., Law, K. S. (2007). Evidence on the practical utility of Wong’s emotional intelligence scale in Hong Kong and Mainland China. Asia Pacific Journal of Management, 24(1), 43-60. https://doi.org/10.1007/s10490-006-9024-1
10.7202/1040723ar