Processus d’élaboration et de validation d’un questionnaire francophone sur les compétences socioémotionnelles des enseignants

Authors

  • Ibtissem Ben Alaya Université de Québec à Montréal
  • Frenette Éric Université Laval
  • Gaudreau Nancy Université Laval

DOI:

https://doi.org/10.53967/cje-rce.5947

Keywords:

socio-emotional competencies, CASEL, teacher, questionnaire, validation process

Abstract

This article is part of broader research on the well-being of teachers in Quebec; more specifically, assessing their socio-emotional competencies (SEC), which are poorly documented. In the absence of questionnaires in French (Yoder, 2014) to assess them, it was proposed to develop a new questionnaire following the seven-step approach of Frenette et al. (2019), which maximizes obtaining validity evidence. A sample of 401 teachers allowed us to accumulate various validity evidence supporting the use of this questionnaire. The analyses showed that the two-factor (intrapersonal and interpersonal) conceptual model fits the data well. According to the perception of Quebec teachers, the results highlight three findings: (1) SEC are used occasionally in classroom, (2) the interpersonal component is more present in their interventions than the intrapersonal one, and (3) young teachers present lower averages for the intrapersonal component compared to their older colleagues. Future research is needed to support these findings and justify the importance of introducing SEC into teacher training in Quebec.

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Author Biographies

Ibtissem Ben Alaya, Université de Québec à Montréal

Titulaire d’un doctorat en éducation de l’Université de Sherbrooke qui a mérité la mention d’excellence facultaire pour la meilleure thèse en 2017 et d’une maîtrise en sciences et techniques d’activités physiques et sportives (STAPS) qui a mérité la bourse d’excellence du Ministère de l’Enseignement supérieur et de Recherche scientifique, Tunisie en 2013, Ibtissem Ben Alaya est présentement postdoctorante à L’UQAM. Sous la supervisons de Pre Marie-Hélène Véronneau et au sein du Laboratoire d’études sur les parcours scolaires et les influences sociales (LÉPSIS), elle travaille sur son projet de recherche intitulé : Conception d’un répertoire de bonnes pratiques pour orienter la formation continue visant le développement des compétences socioémotionelles des enseignants du primaire : un tremplin pour améliorer leur gestion de classe et favoriser la réussite et la persévérance scolaire des élèves. Ce projet est financé par le FRQSC (Fonds de recherche du Québec – Société et culture).

Frenette Éric, Université Laval

Professeur titulaire, Département des fondements et pratiques en éducation, Université Laval, Faculté des sciences de l’éducation, Pavillon des Sciences de l’éducation, local 366, 2320, rue des Bibliothèques, G1V 0A6 Québec, QC, Canada.

Gaudreau Nancy, Université Laval

Professeur titulaire, Département des fondements et pratiques en éducation, Université Laval, Faculté des sciences de l’éducation, Pavillon des Sciences de l’éducation, local 378, 2320, rue des Bibliothèques, G1V 0A6 Québec, QC, Canada.

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Published

2024-05-28

How to Cite

Ben Alaya, I., Éric, F., & Nancy, G. (2024). Processus d’élaboration et de validation d’un questionnaire francophone sur les compétences socioémotionnelles des enseignants. Canadian Journal of Education Revue Canadienne De l’éducation, 1. https://doi.org/10.53967/cje-rce.5947

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