Abstracts
Résumé
Cet article propose un cadre de référence permettant à des décideurs de centres de services scolaires de se doter d’un ensemble intégré de politiques et de pratiques de gestion pouvant influencer la rétention des directions d’établissement. Ce cadre les invite ainsi à envisager la rétention des directions suivant une perspective de développement professionnel durable. Il s’appuie sur une recension des écrits pour identifier un ensemble de leviers tels que la planification stratégique, l’insertion professionnelle, la formation, et l’encadrement par le supérieur hiérarchique, un réseau d’échange et d’entraide, de même que des outils numériques pouvant contribuer à la prise de décision, le monitorage et le suivi.
Mots-clés :
- direction,
- établissement scolaire,
- rétention,
- mobilité,
- développement professionnel durable
Abstract
This article presents a frame of reference allowing school organization leaders to adopt an integrated and coherent set of policies and strategies likely to intervene in the phenomenon of retention of school principals. This framework urges to think about retention in a sustainable and lifelong professional development. It is based on a review of literature which proposes a set of levers covering different areas relating to human resources management such as strategic planning, professional integration, training, supervision, exchange and mutual help networks and a two-way administrative and instructional digital information system.
Keywords:
- principal,
- school,
- retention,
- mobility,
- sustainable,
- lifelong professional development
Appendices
Bibliographie
- Allen, N. J. et Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization : An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276.
- Baker, B.D., Punswick, E. et Belt, C. (2010). School leadership stability, principal moves, and departures : evidence from Missouri. Educational Administration Quarterly, 46(4) 523-557.
- Bartanen, B., Grissom, J. A. et Rogers, L. K. (2019). The impacts of principal turnover. Educational Evaluation and Policy Analysis, 41(3), 350-374.
- Battle, D. et Gruber, K. (2010). Principal attrition and mobility : results from the 2008-2009 principal follow-up survey (NCES 2010-337). National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Washington, DC : US Government Printing Office.
- Bellerose, P. (2019, 14 février). Une ruée vers la retraite des directions d’école. Repéré à https://www.lejournaldequebec.com / Actualité/ Éducation.
- Béteille, T., Kalogrides, D. et Loeb, S. (2012). Stepping stones : Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.
- Bolman, L. G. et Deal, T. E. (1991). Reframing Organizations : Artistry, Choice, and Leadership. San Francisco : Jossey-Bass Publishers.
- Booth, A, Sutton, A. et Papaionannou. (2016). Systematic approaches to a successful literature review (2e éd.). Sage.
- Boyce, J. et Bowers, A. J. (2016). Principal turnover : Are there different types of principals who move from or leave their schools ? A latent class analysis of the 2007-2008 schools and staffing survey and the 2008-2009 principal follow-up survey. Leadership and Policy in Schools, 15(3), 237-272.
- Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S. et Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333. Repéré à https://cepa.stanford.edu/sites/default/files/Admin%20Teacher%20Retention.pdf
- Branch, G. F., Hanushek, E. A. et Rivkin, S. G. (2009, January). Principal turnover and effectiveness. Paper presented at the American Economics Association, San Francisco, CA.
- Brookover, W. B., Schweitzer, J. G., Schneider, J. M., Beady, C. H., Flood, P. K. et Wisenbaker, J. M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15, 301-318.
- Brown, G. (2021). The role of job demands and job resources in predicting principal job satisfaction : a cross-national, multilevel analysis. [Thèse de doctorat, Johns Hopkins University].
- Brun, J.P et Dugas, N. (2005). La reconnaissance au travail : analyse d'un concept riche de sens. Gestion, 30, 79-88.
- Burkhauser, S. (2017). How much do school principals matter when it comes to teacher working conditions ? Educational Evaluation and Policy Analysis, 39(1), 126-145. Repéré à https://pdfs.semanticscholar.org/c040/3057b9490d6321364d4ace80d06aebcc1a48.pdf
- Burkhauser, S., Gates, S. M., Hamilton, L. S. et Ikemoto, G. S. (2012). First-year principals in urban school districts : How actions and working conditions relate to outcomes. Santa Monica, CA : RAND Corporation. Repéré à https://www.rand.org/content/dam/rand/pubs/technical_reports/2012/RAND_TR1191.pdf
- Bush, T. et Jackson, D. (2002). A preparation for school leadership : international perspectives. Educational Management and Administration, 30(4), 417-429.
- Chapman, J. (2005). Recruitment, Retention, and Development of School Principals. International Institute for Educational Planning, UNESCO, Paris.
- Charuest, J. L. (2001). Enquête sur la relève : L’attrait pour la fonction de direction d’établissement. Rapport Final. Fédération des commissions scolaires du Québec.
- Coelli, M. et Green, D.A. (2012). Leadership effects : School principals and student outcomes. Economics of Education Review, 31(1). doi : 10.1016/j.econedurev.2011.09.001
- Cullen, J. B. et Mazzeo, M. (2007). Implicit Performance Awards : An Empirical Analysis of the Labor Market for Public School Administrators. http://www.kellogg.northwestern.edu/faculty/mazzeo/htm/txppals_1207.pdf
- De Angelis, K. J. et White, B. R. (2011). Principal turnover in Illinois public schools, 2001-2008 (IERC 2011-1). Edwardsville, IL : Illinois Education Research Council. Repéré à https://files.eric.ed.gov/fulltext/ED518191.pdf
- Donley, J., Detrich, R., States, J. et Keyworth, R. (2020). Principal Retention Overview. Oakland, CA : The Wing Institute. Repéré à https://www.winginstitute.org/quality-leadership-principal-retention
- Dude, D.J. (2012). Organizational commitment of principals : The effects of job autonomy, empowerment, and distributive justice [Thèse de doctorat inédite, University of Iowa].
- Edwards, W. L., Quinn, D. J., Fuller, E. J. et Pendola, A. (2018). Policy brief 2018-4 : Impact of principal turnover. Charlottesville, VA : University Council for Educational Administration, University of Virginia. Repéré à http://3fl71l2qoj4l3y6ep2tqpwra.wpengine.netdna-cdn.com/wp-content/uploads/2018/06/Policy-Brief-2018-–-4-Impact-of-Principal-Turnover.pdf
- Farley-Ripple E. N., Raffel, J. A. et Welch, J. C. (2012). Administrator career paths and decision processes : Evidence from Delaware. Journal of Educational Administration, 50(6), 788-816.
- Fuller, E. J. et Young, M. D. (2009). Tenure and retention of newly hired principals in Texas. Austin, TX : University Council for Education Administration, University of Texas at Austin. Repéré à https://www.researchgate.net/publication/228660740_Tenure_and_Retention_of_Newly_Hired_Principals_in_Texas
- Gates, S. M., Baird, M. D., Master, B. K. et Chavez-Herrerias, E. R. (2 019). Principal pipelines : A feasible, affordable, and effective way for districts to improve schools. Santa Monica, CA : RAND Corporation. Repéré à https://www.rand.org/pubs/research_reports/RR2666.html
- Gawlik, M.A. (2019). Principalship Socialization in Charter Schools. Journal of School Leadership, 29(1), 3-24. DOI : 10.1177/1052684618825089
- Goldhaber, D., Lavery, L. et Theobald, R. (2015). Uneven playing field ? Assessing the teacher quality gaps between advantaged and disadvantaged students. Educational Researcher, 44 (5), 293-307.
- Goldring, R. et Taie, S. (2018). Principal attrition and mobility : Results from the 2016-2017 principal follow-up survey (NCES 2018-066). Washington, DC : National Center for Education Statistics, U.S. Department of Education. Repéré à https://nces.ed.gov/pubs2018/2018066.pdf
- Gough, D., Oliver, S. et Thomas, J. (2017). An introduction to systematic reviews (2e éd.). Sage.
- Gouvernement du Québec (2000, mai). Le personnel des écoles des commissions scolaires. Bulletin statistique de l’éducation, 15. Québec, Canada : ministère de l’Éducation (MEQ).
- Grissom, J. A. et Bartanen, B. (2019a). Principal effectiveness and principal turnover. Education Finance and Policy, 14(3), 355-382. Repéré à https://www.mitpressjournals.org/doi/full/10.1162/edfp_a_00256
- Grissom, J. A. et Bartanen, B. (2019b). Strategic retention : Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514-555.
- Herman, R., Gates, S. M., Arifkhanova, A., Barrett, M., Bega, A., Chavez-Herrerias, E. R. et Wrabel, S. L. (2017). School leadership interventions under the Every Student Succeeds Act : Evidence review. Santa Monica, CA : RAND Corporation. Repéré à https://www.rand.org/content/dam/rand/pubs/research_reports/RR1500/RR1550-3/RAND_RR1550-3.pdf
- Horng, E., Kalogrides, D. et Loeb, S. (2009). Principal preferences and the unequal distribution of principals across schools. Working Paper 38. Washington, DC : National Center for Analysis of Longitudinal Data in Education Research (CALDER). Repéré à https://www.urban.org/sites/default/files/publication/33311/1001442-Principal-Preferences-and-the-Unequal-Distribution-of-Principals-across-Schools.PDF
- Jacob, R., Goddard, R., Kim, M., Miller, R. et Goddard, Y. (2015). Exploring the causal impact of the McREL Balanced Leadership Program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement. Educational Evaluation and Policy Analysis, 37(3), 314-332. Repéré à http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1003.6694&rep=rep1&type=pdf
- Jeretina, S. M. (2020). Relational Trust as a Determinant of Principal Turnover : A Quantitative Analysis. College of Education Theses and Dissertation. 177. Repéré https://via.library.depaul.edu/soe_etd/177
- Johansson, O. (2001). School leadership training in Sweden – perspectives for tomorrow. Journal of In-Service Education, 27(2), 185-202.
- Kaufman, J. H., Gates, S. M., Harvey, M., Wang, Y. et Barrett, M. (2017). What it takes to operate and maintain principal pipelines : Costs and other resources. Santa Monica, CA : RAND Corporation. Repéré à https://www.rand.org/content/dam/rand/pubs/research_reports/RR2000/RR2078/RAND_RR2078.pdf
- Korach, S. et Cosner, S. (2017). Developing the leadership pipeline : Comprehensive leadership development. Dans M. Young et G. Crow (dir.), Handbook of research on the education of school leaders (p. 262-282). New York, NY : Routledge.
- Lafrenière-Carrier, B., Lauzier, M. et Yelle, M. (2018). Mesurer l’intention de rester ou l’intention de quitter… telle est la question ! Humain et organisation, 4(1), 26-36.
- Lauzon, N. (2020). Results-Based Management and School Principals HRM Training Needs. Journal of Education and Human Development, 9(1), 39-52. DOI : 10.15640/jehd.v9n1a5
- Lauzon, N., Corriveau, L., Garneau, M., Dunlavey, P., Pelletier, G., Solar, C. et Striganuk, S. (2015). Étude des facteurs explicatifs de pénurie et de problèmes de rétention du personnel de directions d’établissement scolaire, en lien avec l’amélioration de la persévérance et de la réussite scolaires. Rapport de recherche adressé au FRQSC (2012-RP-144859). Université de Sherbrooke, Canada.
- Levin, S. et Bradley, K. (2019). Understanding and addressing principal turnover : A review of the research. Reston, VA : National Association of Secondary School Principals. Repéré à https://learningpolicyinstitute.org/sites/default/files/product-files/NASSP_LPI_Principal_Turnover_Research_Review_REPORT.pdf
- Levin, S., Bradley, K. et Scott, C. (2019). Insights from current principals. Palo Alto, CA : Learning Policy Institute. Repéré à https://learningpolicyinstitute.org
- Levin, S., Scott, C., Yang, M., Leung, M. et Bradley, K. (2020). Supporting a strong, stable principal workforce. Palo Alto, CA : Learning Policy Institute. Repéré à https://learningpolicyinstitute.org
- Liu, Y et Bellibas, M.S. (2018). School factors that are related to school principals’job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1-19.
- Loeb, S., Kalogrides, D. et Horng, E. L. (2010). Principal preferences and the uneven distribution of principals across schools. Educational Evaluation and Policy Analysis, 32, 205-229.
- Markow, D., Macia, L. et Lee, H. (2013). Challenges for school leadership : A survey of teachers and principals. Harris Interactive for MetLife, Inc. Repéré à https://www.metlife.com/about/corporate-responsibility/metlife-foundation/reports-and-research/survey-american-teacher.html
- Martin, J. et Robertson, J.M. (2003). The induction of first-time principals in New Zealand – a program design. International Electronic Journal of Leadership in Learning, 7(2).
- Mascall, B. et Leithwood, K. (2010). Investing in leadership : The district’s role in managing principal turnover. Leadership and Policy in Schools, 9(4), 367-383.
- Mercure, P. (2018, 30 avril). Directeur d’école ? Je passe mon tour. La Presse, Montréal. https://www.lapresse.ca/actualites/education/201804/29/01-5166139-directeur-decole-je-passe-mon-tour.php
- Miller, A. (2013). Principal turnover and student achievement. Economics of Education Review, 36, 60-72.
- Mowday, R.T., Steers, R.M. et Porter, L.W. (1979). The Measurement of Organizational Commitment. Journal of Vocational Behavior,14, 224-247.
- Montgomery, A. M. (2020). The Organizational Socialization Experiences of First-Year Principals. [thèse de doctorat, Brandman University]. https://digitalcommons.brandman.edu/edd_dissertations/336
- Nadeau, J. et Fortier, F. (2016, 9 décembre). Pénurie de directeurs d’école. Repéré à https://www.ledevoir.com/ Société/Éducation/486772. www.ledevoir.com/education/486772.
- Newman, M. et Gough, D. (2020). Systematic Reviews in Educational Research : Methodology, Perspectives and Application (p. 3-22) Dans Zawacki-Rithcher, O., Kerres, M. Bedenlier, S. Bond, M. et Buntins, K. (Éd). Systematic Reviews in Educational Research : Methodology, Perspective and Application. Springer VS.
- Oberman, G. L. (1996). A report on principal turnover in the Chicago public schools (ERIC no ED410655). Chicago, IL : Chicago Public Schools Department of Research, Evaluation, and Planning.
- Papa, F. (2007). Why do principals change schools ? A multivariate analysis of principal retention. Leadership and Policy in Schools, 6(3), 267-290.
- Partlow, M. C. (2007). Contextual Factors Related to Elementary Principal Turnover. Planning and Changing, 38, 60-76.
- Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C. et Stringfield, S. (2014). Educational effectiveness research (EER) : a state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197-230.
- Rondeau, A. (1999). Transformer l'organisation - Vers un modèle de mise en oeuvre. Revue Gestion, 24(3), 148-157
- Rondeau A (2008). L’évolution de la pensée en gestion du changement : leçons pour la mise en oeuvre de changements complexes. Télescope, 14(3), 1-12.
- Ronfeldt, M., Loeb, H. et Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. Repéré à https://cepa.stanford.edu/sites/default/files/TchTrnStAch%20AERJ%20RR%20not%20blind.pdf
- Scali, D. (2019, 3 septembre). Plusieurs directeurs d’école doivent apprendre leur métier « sur le tas » en pleine frénésie de la rentrée. Repéré à https://www.com/LeJournaldeMontréal/Actualité/Éducation.
- Snodgrass Rangel, S. V. (2018). A Review of the Literature on Principal Turnover. Review of Educational Research. 88 (1), 87-124. Doi : 10.3102/0034654317743197 © 2017 AERA. Repéré à http://rer.aera.net
- Su, Z., Gamage, D., et Mininberg, E. (2003). Profession preparation and development of school leaders in Australia and the USA. International Education Journal, 4(1), 42-59.
- Sun, N. S. et Ni, Y. (2016). Work environments and labor markets : Explaining principal turnover gap between charter schools and traditional public schools. Educational Administration Quarterly, 52(1), 144-183.
- Superville, D. R. (2020). 6 districts invested in principals and saw dramatic gains. Dozens more will try to do the same. Repéré à https://www.edweek.org/ew/articles/2020/02/10/6-districts-invested-in-principals-and-saw.html?cmp=eml-enl-eu-news2&M=59040207&U=553060&UUID=9bc4fda5086bf85fdf82fb5f1a2a674c
- Sutcher, L., Podolsky, A. et Espinoza, D. (2017). Supporting principals’ learning : Key features of effective programs. Repéré à https://learningpolicyinstitute.org/sites/default/files/product-files/Supporting_Principals_Learning_REPORT.pdf
- Taie, S. et Goldring, R. (2019). Characteristics of public and private elementary and secondary school principals in the United State : Results from the 2017-2018 National Teacher and Principal Survey First Look (NCES 2019-141). Washington, DC : National Center for Education Statistics, U.S. Department of Education. Repéré à https://nces.ed.gov/pubs2019/2019141.pdf
- Tekleselassie, A. A. et Choi, J. (2019). Understanding school principal attrition and mobility through hierarchical generalized linear modeling. Educational Policy, 1-47.
- Tekleselassie, A. A. et Villarreal, P., III. (2011). Career mobility and departure intentions among school principals in the United States : Incentives and disincentives. Leadership and Policy in Schools, 10(3), 251-293. Repéré à https://education.ufl.edu/villarreal/files/2011/10/Leadership-and-Policy-Villarreal.pdf
- Tran, H., McCormick, J., et Nguyen, T. T. (2018). The impact of principal movement and school achievement on principal salaries. Leadership and Policy in Schools, 16(1), 106-129.
- Turnbull, B. J., Riley, D. L. et MacFarlane, J. R. (2015). Districts taking charge of the principal pipeline. Building a stronger principalship : vol. 3. Washington, DC : Policy Studies Associates. Repéré à https://www.wallacefoundation.org/knowledge-center/documents/building-a-stronger-principalship-vol3-districts-taking-charge.pdf
- Van Maanen, J. et Schein, E. H. (1979). Toward a theory of organizational socialization. Dans B. M. Staw (dir.) Research in organizational behavior, Vol. 1, Annual series of analytical essays and critical reviews (p. 209-309). JAI Press.
- Williams, T.R. (2003). Ontario’s principal scarcity : yesterday’s abdicated policy responsibility – today’s unrecognised challenge. Australian Journal of Education, 47(2), 159-171.
- Yan, R. (2020). The influence of working conditions on principal turnover in K-12 public schools. Educational Administration Quarterly, 56(1), 89-122.