Abstracts
Résumé
Cet article présente l’élaboration d’une échelle portant sur le sentiment d’efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O’Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d’élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d’un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.
Mots-clés :
- échelle du sentiment d’efficacité personnelle des enseignants,
- gestion de classe,
- gestion des comportements,
- analyse factorielle confirmatoire,
- modèle de Rasch
Abstract
This paper presents the development of a teacher’s self-efficacy scale regarding classroom management. Developed as recommended by Bandura (2006) and by Dussault, Valois and Frenette (2007), this scale focuses on the five dimensions of classroom management suggested by O’Neill and Stephenson (2011). In pretest Rasch modeling approach (Wright & Masters, 1982) is used to develop a version consisting of 28 items. The results of confirmatory factor analyses support the theoretical model of five factors. Similar results were obtained with a sample from the population. The strengths and limitations of this research are discussed according to the literature.
Keywords:
- teachers’ self-efficacy scale,
- classroom management,
- behaviour management,
- confirmatory factor analysis,
- Rasch model
Resumo
Este artigo apresenta a elaboração de uma escala sobre o sentimento de autoeficácia dos professores na gestão da turma. Desenvolvido segundo as recomendações de Bandura (2006) e o procedimento proposto por Dussault, Valois e Frenette (2007), esta escala incide nas cinco dimensões da gestão da turma sugeridas por O’Neill e Stephenson (2011). No pré-teste, as análises realizadas a partir do modelo de Rasch (Wright & Masters, 1982) permitiram elaborar uma versão constituída por 28 enunciados. Além disso, análises fatoriais confirmatórias suportam o modelo teórico de cinco dimensões. Foram obtidos resultado similares junto de uma amostra retirada da população. As forças e os limites desta investigação são discutidos em função da literatura.
Palavras chaves:
- escala de sentimento de autoeficácia dos professores,
- gestão da turma,
- gestão dos comportamentos,
- análise fatorial confirmatória,
- modelo de Rasch
Appendices
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