Solitude professionnelle d'enseignants du secondaire : Relations avec le leadership du directeur d'école et leurs croyances d’autoefficacité sociale

Authors

  • Stéphane Thibodeau Université du Québec à Trois-Rivières
  • Marc Dussault Université du Québec à Trois-Rivières
  • Éric Frenette Université Laval
  • Nicole Royer Université du Québec à Trois-Rivières

Abstract

The goal of this study is to verify a theoretical model of the relationship between the leadership of the school principal and professional loneliness of teachers and the role of social self-efficacy of teachers in this relationship. Four hundred and eighty-seven high school teachers participated to this research. Path analysis of the proposed model provides a good fit to the data. It thus shows the direct relationship between leadership and professional loneliness as the mediating role of social self-efficacy in this relationship. The results are discussed in the light of Bass’ transformational leadership theory, Bandura’s social cognitive theory of self-efficacy, Peplau and Perlman’ s cognitive approach to loneliness, and results of previous studies.

Keywords : Leadership, professional loneliness, school principal, social self-efficacy, social self-efficacy beliefs, teacher

Published

2012-01-17

How to Cite

Thibodeau, S., Dussault, M., Frenette, E., & Royer, N. (2012). Solitude professionnelle d’enseignants du secondaire : Relations avec le leadership du directeur d’école et leurs croyances d’autoefficacité sociale. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(4), 177–199. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1081

Issue

Section

Articles