Résumés
Abstract
We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.
Résumé
Les effets d’une formation continue des enseignants du primaire en matière de gestion des comportements en classe sur le sentiment d’autoefficacité des enseignants ont été étudiés. À partir d’un devis quasi-expérimental avec groupe témoin, 37 enseignants du premier cycle du primaire de la ville de Québec ont participé aux activités de formation continue. Les analyses de variance à mesures répétées révèlent un effet positif du programme sur le sentiment d’efficacité personnelle des enseignants et sur le sentiment d’efficacité personnelle à gérer les comportements difficiles des élèves en classe. Un effet d’interaction temps-groupe a aussi été observé au niveau du sentiment d’efficacité personnelle des enseignants à susciter le soutien de la direction de l’école. Les facteurs qui influencent le développement des croyances d’efficacité personnelle des enseignants et des implications pour la pratique sont aussi discutés.
Parties annexes
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