Le sentiment d’efficacité personnelle des enseignants en gestion de classe et leur satisfaction au travail : le rôle explicatif des stratégies de gestion des comportements auprès des élèves qui présentent des problèmes de comportement extériorisés


  • Alexis Boudreault Université Laval
  • Julie Lessard Université Laval
  • Frédéric Guay Université Laval




Externalizing behaviour problems, self-efficacy in classroom management, job satisfaction, behaviour management strategies


This study tests a model in which teachers’ sense of self-efficacy in classroom management, punitive and positive verbal behaviour management strategies, and relationship to students’ externalizing behaviour problems each relate to teachers’ job satisfaction. The participants were 80 teachers from Quebec and Ontario. Each teacher provided assessments for two students in their class (n = 157) showing high levels of externalizing behaviour problems. The results of a structural equation model show that teachers’ sense of efficacy in classroom management is positively related to their job satisfaction and to the positive verbal strategies they use. On the other hand, the results also reveal that the overall level of externalizing behaviour problems of all students in the classroom is negatively associated with job satisfaction. The theoretical and practical implications of these findings are discussed, including the role that interventions might play in reducing students’ externalizing behaviour problems and promoting teachers’ job satisfaction.


Achenbach, T. M. et Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles: An integrated system of multi-informant assessment Research Center for Children, Youth, & Families.

Achenbach, T. M., Becker, A., Döpfner, M., Heiervang, E., Roessner, V., Steinhausen, H. C. et Rothenberger, A. (2008). Multicultural assessment of child and adolescent psychopathology with ASEBA and SDQ instruments: Research findings, applications, and future directions. Journal of Child Psychology and Psychiatry, 49(3), 251–275. https://doi.org/10.1111/j.1469-7610.2007.01867.x

Adera, B. A. et Bullock, L. M. (2010). Job stressors and teacher job satisfaction in programs serving students with emotional and behavioral disorders. Emotional and Behavioural Difficulties, 15(1), 5–14. https://doi.org/10.1080/13632750903512365

Alberto, P. A. et Troutman, A. C. (2012). Applied behavior analysis for teachers (8e éd.). Merrill/Pearson.

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B. et Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76–98. https://www.ncbi.nlm.nih.gov/pubmed/28931966

Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B. et Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12(1), 30–44. https://doi.org/10.1016/j.edurev.2014.05.003

Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 1113–1126. https://doi.org/10.1016/j.tate.2006.10.001

Armstrong, D. (2018). Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education, 22(9), 997–1013. https://doi.org/10.1080/13603116.2017.1413732

Asparouhov, T. et Muthén, B. (2010, 14 aout). Weighted least squares estimation with missing data. https://www.statmodel.com/download/GstrucMissingRevision.pdf

Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51–64. http://www.jstor.org/stable/41064554

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.

Baumert, J., Blum, W., Brunner, M., Dubberke, T., Jordan, A., Klusmann, U., Krauss, S., Kunter, M., Löwen, K., Neubrand, M. et Tsai, Y.-M. (2008). Professionswissen von lehrkräften, kognitiv aktivierender mathematikunterricht und die entwicklung von mathematischer kompetenz (COACTIV): Dokumentation der erhebungsinstrumente [Professional knowledge of teachers, cognitive activating math lessons and the development of mathematical competence (COACTIV): Documentation of the scales]. Max-Planck-Institut für Bildungsforschung.

Beasley, K. T. et Bernadowski, C. (2019). An examination of reading specialist candidates’ knowledge and self-efficacy in behavior and classroom management: An instrumental case study. Education Sciences, 9(2), article 76. https://doi.org/10.3390/educsci9020076

Beauducel, A. et Herzberg, P. Y. (2006). On the performance of maximum likelihood versus means and variance adjusted weighted least squares estimation in CFA. Structural Equation Modeling: A Multidisciplinary Journal, 13(2), 186–203. https://doi.org/10.1207/s15328007sem1302_2

Berkout, O. V., Young, J. N. et Gross, A. M. (2011). Mean girls and bad boys: Recent research on gender differences in conduct disorder. Aggression and Violent Behavior, 16(6), 503–511. https://doi.org/10.1016/j.avb.2011.06.001

Brouwers, A. et Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. https://doi.org/10.1016/S0742-051X(99)00057-8

Burke, J. D., Rowe, R. et Boylan, K. (2014). Functional outcomes of child and adolescent oppositional defiant disorder symptoms in young adult men. Journal of Child Psychology and Psychiatry, 55(3), 264–272. https://doi.org/10.1111/jcpp.12150

Buyuktaskapu Soydan, S., Alakoc Pirpir, D., Ozturk Samur, A. et Angin, D. E. (2018). Pre-school teachers’ classroom management competency and the factors affecting their understanding of discipline. Eurasian Journal of Educational Research, (73), 149–172. https://doi.org/10.14689/ejer.2018.73.9

Caprara, G. V., Barbaranelli, C., Borgogni, L. et Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821–832. https://doi.org/10.1037/0022-0663.95.4.821

Capron, C., Thérond, C. et Duyme, M. (2007). Psychometric properties of the French version of the self-report and teacher Strengths and Difficulties Questionnaire (SDQ). European Journal of Psychological Assessment, 23(2), 79–88. https://doi.org/10.1027/1015-5759.23.2.79

Carlson, S. R., Pritchard, A. A. et Dominelli, R. M. (2013). Externalizing behavior, the UPPS-P impulsive behavior scale and reward and punishment sensitivity. Personality and Individual Differences, 54(2), 202–207. https://doi.org/10.1016/j.paid.2012.08.039

Carver-Thomas, D. et Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27, article 36. https://doi.org/https://doi.org/10.14507/epaa.27.3699

Chang, M.-L. et Davis, H. A. (2009). Understanding the role of teacher appraisals in shaping the dynamics of their relationships with students: Deconstructing teachers’ judgments of disruptive behavior/students.

Dans P. A. Schutz et M. Zembylas (dir.), Advances in teacher emotion research: The impact on teachers’ lives (p. 95–127). Springer US. https://doi.org/10.1007/978-1-4419-0564-2_6

Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S. et Sonuga-Barke, E. J. S. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: A meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the American Academy of Child & Adolescent Psychiatry, 53(8), 835–847.e5. https://doi.org/10.1016/j.jaac.2014.05.013

De Stercke, J., Temperman, G., De Lièvre, B. et Lacocque, J. A. (2014). Échelle de sentiment d’efficacité personnelle des enseignants : traduction francophone de la Teachers’ Sense of Efficacy Scale. https://hal.archives-ouvertes.fr/hal-01145411/

Demmer, D. H., Hooley, M., Sheen, J., McGillivray, J. A. et Lum, J. A. (2017). Sex differences in the prevalence of oppositional defiant disorder during middle childhood: A meta-analysis. Journal of Abnormal Child Psychology, 45(2), 313–325. https://doi.org/10.1007/s10802-016-0170-8

Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, A. et Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504

Dobbs, J. et Arnold, D. H. (2009). Relationship between preschool teachers’ reports of children’s behavior and their behavior toward those children. School Psychology Quarterly, 24(2), 95–105. https://doi.org/10.1037/a0016157

Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K. et Soenens, B. (2008). Reciprocal relations between teacher-child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37(3), 588–599. https://doi.org/10.1080/15374410802148079

Downer, J. T., Williford, A. P., Bulotsky-Shearer, R. J., Vitiello, V. E., Bouza, J., Reilly, S. et Lhospital, A. (2018). Using data-driven, video-based early childhood consultation with teachers to reduce children’s challenging behaviors and improve engagement in preschool classrooms. School Mental Health, 10(3), 226–242. https://doi.org/10.1007/s12310-017-9237-0

Eddy, C. L., Huang, F. L., Cohen, D. R., Baker, K. M., Edwards, K. D., Herman, K. C. et Reinke, W. M. (2020). Does teacher emotional exhaustion and efficacy predict student discipline sanctions? School Psychology Review, 49(3), 239–255. https://doi.org/10.1080/2372966X.2020.1733340

Ennis, R. P., Royer, D. J., Lane, K. L. et Dunlap, K. D. (2019). Behavior-specific praise in PK–12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 131–147. https://doi.org/10.1177/0198742919843075

Evertson, C. M. et Weinstein, C. S. (dir.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge. https://doi.org/10.4324/9780203874783

Eyberg, S. M., Nelson, M. M. et Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child & Adolescent Psychology, 37(1), 215–237. https://doi.org/10.1080/15374410701820117

Ferguson, K., Frost, L. et Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8(1), 27–42. https://doi.org/10.22329/jtl.v8i1.2896

Forness, S. R., Kim, J. et Walker, H. M. (2012). Prevalence of students with EBD: Impact on general education. Beyond Behavior, 21(2), 3–22.

Gable, R. A., Hester, P. H., Rock, M. L. et Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195–205. https://doi.org/10.1177/1053451208328831

Gaudreau, N., Royer, É., Frenette, É., Beaumont, C. et Flanagan, T. (2013). Classroom behaviour management: The effects of in-service training on elementary teachers’ self-efficacy beliefs. McGill Journal of Education, 48(2), 359–382. https://doi.org/https://doi.org/10.7202/1020976ar

Goodman, A., Lamping, D. L. et Ploubidis, G. B. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from British parents, teachers and children. Journal of Abnormal Child Psychology, 38(8), 1179–1191. https://doi.org/10.1007/s10802-010-9434-x

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x

Gordon, L. M. (2001, automne). High teacher efficacy as a marker of teacher effectiveness in the domain of classroom management [Communication]. Réunion annuelle du California Council on Teacher Education, San Diego, California. https://files.eric.ed.gov/fulltext/ED465731.pdf

Grayson, J. L. et Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349–1363. https://doi.org/10.1016/j.tate.2007.06.005

Gresham, F. M. (2015). Disruptive behavior disorders: Evidence-based practice for assessment and intervention. Guilford Press.

Hayes, R., Titheradge, D., Allen, K., Allwood, M., Byford, S., Edwards, V., Hansford, L., Longdon, B., Norman, S., Norwich, B., Russell, A. E., Price, A., Ukoumunne, O. C. et Ford, T. (2019). The Incredible Years® Teacher Classroom Management programme and its impact on teachers’ professional self-efficacy, work-related stress, and general well-being: Results from the STARS randomized controlled trial. British Journal of Educational Psychology, 90(2), 330–348. https://doi.org/10.1111/bjep.12284

Hickey, G., McGilloway, S., Hyland, L., Leckey, Y., Kelly, P., Bywater, T., Comiskey, C., Lodge, A., Donnelly, M. et O’Neill, D. (2017). Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis. Journal of Early Childhood Research, 15(2), 174–194. https://doi.org/10.1177/1476718x15579747

Horner, R. R. et McIntosh, K. (2016). Reducing coercion in schools: The impact of school-wide positive behavioral interventions and supports. Dans T. J. Dishion et J. J. Snyder (dir.), The Oxford handbook of coercive relationship dynamics (p. 330–340). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199324552.013.24

Hu, L.-t. et Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Jennings, P. A. et 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

Johnson, S. M., Kraft, M. A. et Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39. https://doi.org/10.1177/016146811211401004

Kapa, R. et Gimbert, B. (2018). Job satisfaction, school rule enforcement, and teacher victimization. School Effectiveness and School Improvement, 29(1), 150–168. https://doi.org/10.1080/09243453.2017.1395747

Kauffman, J. M. et Landrum, T. J. (2017). Characteristics of emotional and behavioral disorders of children and youth (11e éd.). Pearson.

Kennedy, Y., Flynn, N., O’Brien, E. et Greene, G. (2021). Exploring the impact of Incredible Years Teacher Classroom Management training on teacher psychological outcomes. Educational Psychology in Practice, 37(2), 150–168. https://doi.org/10.1080/02667363.2021.1882944

Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103(5), 342–350. https://doi.org/10.1080/00220670903383069

Klassen, R. M. et Anderson, C. J. K. (2009). How times change: Secondary teachers’ job satisfaction and dissatisfaction in 1962 and 2007. British Educational Research Journal, 35(5), 745–759. http://www.jstor.org.acces.bibl.ulaval.ca/stable/40375634

Korest, R. et Carlson, J. S. (2022). A meta-analysis of the current state of evidence of the Incredible Years Teacher-Classroom Management program. Children, 9(1), article 24. https://doi.org/https://doi.org/10.3390/children9010024

Kourkoutas, E., Stavrou, P.-D. et Plexousakis, S. (2018). Teachers’ emotional and educational reactions toward children with behavioral problems: Implication for school-based counseling work with teachers. Journal of Psychology and Behavioural Science, 6(2), 17–33. https://doi.org/10.15640/jpbs.v6n2a3

Landers, E., Alter, P. et Servilio, K. (2008). Students’ challenging behavior and teachers’ job satisfaction. Beyond Behavior, 18(1), 26–33.

Lannie, A. L. et McCurdy, B. L. (2007). Preventing disruptive behavior in the urban classroom: Effects of the good behavior game on student and teacher behavior. Education and Treatment of Children, 30(1), 85–98. https://doi.org/10.1353/etc.2007.0002

Larwin, K. et Harvey, M. (2012). A demonstration of a systematic item-reduction approach using structural equation modeling. Practical Assessment, Research, and Evaluation, 17(1), article 8. https://doi.org/10.7275/0nem-w659

Lassen, S. R., Steele, M. M. et Sailor, W. (2006). The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701–712. https://doi.org/10.1002/pits.20177

Lei, P.-W. et Wu, Q. (2007). Introduction to structural equation modeling: Issues and practical considerations. Educational Measurement: Issues and Practice, 26(3), 33–43. https://doi.org/10.1111/j.1745-3992.2007.00099.x

Lessard, J., Normandeau, S., Paquette, D. et Allard, J. (2013, 6 mai). Évaluation de l’efficacité du programme « Ces années incroyables » auprès d’éducatrices en CPE [Communication orale]. 81e Congrès de l’ACFAS, Québec.

Lewis, R., Romi, S., Qui, X. et Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education, 21(6), 729–741. https://doi.org/10.1016/j.tate.2005.05.008

Li, M., Wang, Z., Gao, J. et You, X. (2017). Proactive personality and job satisfaction: The mediating effects of self-efficacy and work engagement in teachers. Current Psychology, 36(1), 48–55. https://doi.org/10.1007/s12144-015-9383-1

Maini, R. (2011). Teacher training in a proactive approach to classroom behaviour management: Teacher and student outcomes [Thèse de doctorat, University of Toronto]. TSpace. https://tspace.library.utoronto.ca/bitstream/1807/27591/1/Maini_Rosalina_De_Sa_201103_PhD_Thesis.pdf

Malinen, O.-P. et Savolainen, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching and Teacher Education, 60, 144–152. https://doi.org/10.1016/j.tate.2016.08.012

Marlow, R., Hansford, L., Edwards, V., Ukoumunne O. C., Norman, S., Ingarfield, S., Sharkey, S., Logan, S. et Ford, T. (2015). Teaching classroom management – a potential public health intervention? Health Education, 115(3/4), 230–248. https://doi.org/10.1108/HE-03-2014-0030

Marsh, H. W., Hau, K.-T. et Grayson, D. (2005). Goodness of fit in structural equation models. Dans A. Maydeu-Olivares et J. J. McArdle (dir.), Contemporary psychometrics: A festschrift for Roderick P. McDonald (p. 275–340). Lawrence Erlbaum Associates.

Martin, A. J. (2011). Prescriptive statements and educational practice: What can structural equation modeling (SEM) offer? Educational Psychology Review, 23(2), 235–244. https://doi.org/10.1007/s10648-011-9160-0

Martin, A. J., Linfoot, K. et Stephenson, J. (1999). How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools, 36(4), 347–358. https://doi.org/10.1002/(SICI)1520-6807(199907)36:4%3C347::AID-PITS7%3E3.0.CO;2-G

Marzano, J. R., Marzano, J. S. et Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.

McCarthy, C., Lineback, S. et Reiser, J. (2014). Teacher stress, emotion, and classroom management. Dans E. Emmer et E. J. Sabornie (dir.), Handbook of classroom management (2e éd., p. 301–321). Routledge. https://doi.org/10.4324/9780203074114

Miner, J. L. et Clarke-Stewart, K. A. (2008). Trajectories of externalizing behavior from age 2 to age 9: Relations with gender, temperament, ethnicity, parenting, and rater. Developmental Psychology, 44(3), 771–786. https://doi.org/10.1037/0012-1649.44.3.771

Ministère de l’Éducation du Québec (MEQ). (2001). La formation à l’enseignement. Les orientations. Les compétences professionnelles. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/reseau/formation_titularisation/formation_enseignement_orientations_EN.pdf

Mitchell, M. M. et Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599–610. https://doi.org/10.1016/j.jsp.2013.05.005

Morris-Rothschild, B. K. et Brassard, M. R. (2006). Teachers’ conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105–121. https://doi.org/10.1016/j.jsp.2006.01.004

Muthén, L. K. et Muthén, B. O. (2017). Mplus User’s Guide. (8e éd.). Muthén & Muthén.

Nadeau, M.-F., Massé, L., Verret, C., Gaudreau, N., Couture, C., Lemieux, A., Bégin, J-Y. et. Lagacé Leblanc, J. (2018). Développement et validation de l’inventaire des pratiques de gestion des comportements en classe. Dans M. Lapalme, A.-M. Tougas et M.-J. Letarte (dir.), Recherches qualitatives et quantitatives en sciences humaines et sociales: pour une formation théorique et pratique appuyée empiriquement (p. 67–88). Édition JFD.

Nagar, K. (2012). Organizational commitment and job satisfaction among teachers during times of burnout. Vikalpa: The Journal for Decision Makers, 37(2), 43–60. https://doi.org/10.1177/0256090920120205

Nungesser, N. R. et Watkins, R. V. (2005). Preschool teachers’ perceptions and reactions to challenging classroom behavior: Implications for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 36(2), 139–151. https://doi.org/10.1044/0161-1461(2005/013)

Odgers, C. L., Moffitt, T. E., Broadbent, J. M., Dickson, N., Hancox, R. J., Harrington, H., Poulton, R., Sears, M. R., Thomson, W. M. et Caspi, A. (2008). Female and male antisocial trajectories: From childhood origins to adult outcomes. Development and Psychopathology, 20(2), 673–716. https://doi.org/10.1017/S0954579408000333

Oliver, R. M. et Reschly, D. J. (2014). Special education teacher preparation in classroom organization and behavior management. Dans P. T. Sindelar, E. D. McCray, M. T. Brownell et B. Lignugaris-Kraft (dir.), Handbook of research on special education teacher preparation (p. 288–315). Routledge. https://doi.org/10.4324/9780203817032

O’Neill, S. C. et Stephenson, J. (2011). The measurement of classroom management self‐efficacy: A review of measurement instrument development and influences. Educational Psychology, 31(3), 261–299. https://doi.org/10.1080/01443410.2010.545344

Ouellette, R. R., Frazier, S. L., Shernoff, E. S., Cappella, E., Mehta, T. G., Maríñez-Lora, A., Cua, G. et Atkins, M. S. (2018). Teacher job stress and satisfaction in urban schools: Disentangling individual-, classroom-, and organizational-level influences. Behavior Therapy, 49(4), 494–508. https://doi.org/10.1016/j.beth.2017.11.011

Pearl, A. M., French, B. F., Dumas, J. E., Moreland, A. D. et Prinz, R. (2014). Bidirectional effects of parenting quality and child externalizing behavior in predominantly single parent, under-resourced African American families. Journal of Child and Family Studies, 23(2), 177–188. https://doi.org/10.1007/s10826-012-9692-z

Perrachione, B. A., Rosser, V. J. et Petersen, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. Professional Educator, 32(2), 1–17.

Preacher, K. J. (2006). Quantifying parsimony in structural equation modeling. Multivariate Behavioral Research, 41(3), 227–259. https://doi.org/10.1207/s15327906mbr4103_1

Rahimi, M. et Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57–82.

Reef, J., Diamantopoulou, S., van Meurs, I., Verhulst, F. C. et van der Ende, J. (2011). Developmental trajectories of child to adolescent externalizing behavior and adult DSM-IV disorder: Results of a 24-year longitudinal study. Social Psychiatry and Psychiatric Epidemiology, 46(12), 1233–1241. https://doi.org/10.1007/s00127-010-0297-9

Reinke, W. M. et Herman, K. C. (2002). Creating school environments that deter antisocial behaviors in youth. Psychology in the Schools, 39(5), 549–559. https://doi.org/10.1002/pits.10048

Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I. et Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107–120. https://www.redalyc.org/pdf/1293/129332645005.pdf

Ronfeldt, M., Loeb, S. et Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813

Roorda, D. L., Verschueren, K., Vancraeyveldt, C., Van Craeyevelt, S. et Colpin, H. (2014). Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk. Journal of School Psychology, 52(5), 495–510. https://doi.org/10.1016/j.jsp.2014.06.004

Rydell, A.-M. et Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences. Scandinavian Journal of Psychology, 45(2), 93–102. https://doi.org/10.1111/j.1467-9450.2004.00384.x

Sak, R., Şahin Sak, İ. T. et Yerlikaya, İ. (2015). Behavior management strategies: Beliefs and practices of male and female early childhood teachers. European Early Childhood Education Research Journal, 23(3), 328–339. https://doi.org/10.1080/1350293X.2015.1043807

Scott, T. M., Alter, P. J. et Hirn, R. G. (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34(4), 619–641. https://doi.org/10.1353/etc.2011.0039

Shah, N. H. et Jumani, N. B. (2015). Relationship of job satisfaction and turnover intention of private secondary school teachers. Mediterranean Journal of Social Sciences, 6(4, S2), 313–323. https://www.richtmann.org/journal/index.php/mjss/article/view/7082

Sivri, H. et Balcı, E. (2015). Pre-service teachers’ classroom management self-efficacy beliefs. International Online Journal of Educational Sciences, 7(4), 37–50. https://doi.org/10.15345/iojes.2015.04.004

Skaalvik, E. M. et Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001

Skaalvik, E. M. et Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006

Sprague, J. et Walker, H. (2016). Early identification and intervention for youth with antisocial and violent behavior. Exceptional Children, 66(3), 367–379. https://doi.org/10.1177/001440290006600307

Statistique Canada. (2018). La rentrée scolaire... en chiffres : 2018. https://www.statcan.gc.ca/fra/quo/smr08/2018/smr08_220_2018

Stoiber, K. C. et Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48(7), 686–706. https://doi.org/10.1002/pits.20587

Tschannen-Moran, M. et 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

Valls, M. et Bonvin, P. (2015). Auto-efficacité des enseignants: quels outils d’évaluation utiliser ? Mesure et évaluation en éducation, 38(3), 1–47. https://doi.org/10.7202/1036698ar

Voris, B. C. (2011). Teacher efficacy, job satisfaction, and alternative certification in early career special education teachers [Thèse de doctorat, University of Kentucky]. UKnowledge. https://uknowledge.uky.edu/gradschool_diss/159

Webster-Stratton, C. (2012). Teacher classroom management strategies questionnaire [Questionnaire]. The Incredible Years. https://incredibleyears.com/?wpfb_dl=534

Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12(2), 173–194. https://doi.org/10.1016/S1053-4822(02)00045-1

Wells, M. B. (2015). Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year. Early Childhood Research Quarterly, 30A(1), 152–159. https://doi.org/10.1016/j.ecresq.2014.10.003

Westland, J. C. (2010). Lower bounds on sample size in structural equation modeling. Electronic Commerce Research and Applications, 9(6), 476–487. https://doi.org/10.1016/j.elerap.2010.07.003

Wolf, E. J., Harrington, K. M., Clark, S. L. et Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and Psychological Measurement, 73(6), 913–934. https://doi.org/10.1177/0013164413495237

Wolf, S. et Peele, M. E. (2019). Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices. Teaching and Teacher Education, 86, article 102873. https://doi.org/10.1016/j.tate.2019.07.003

Zee, M. et Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801

Zhai, F., Raver, C. C. et Li-Grining, C. (2011). Classroom-based interventions and teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26(4), 442–452. https://doi.org/10.1016/j.ecresq.2011.03.003

Zinsser, K. M., Christensen, C. G. et Torres, L. (2016). She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology, 59, 55–66. https://doi.org/10.1016/j.jsp.2016.09.001



How to Cite

Boudreault, A., Lessard, J., & Guay, F. (2023). Le sentiment d’efficacité personnelle des enseignants en gestion de classe et leur satisfaction au travail : le rôle explicatif des stratégies de gestion des comportements auprès des élèves qui présentent des problèmes de comportement extériorisés. Canadian Journal of Education/Revue Canadienne De l’éducation, 45(4), 920–961. https://doi.org/10.53967/cje-rce.4457

Most read articles by the same author(s)