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État de publication: Publiée (2024 )
Nom de la revue: Canadian Journal of Education/Revue canadienne de l’éducation
Volume: 47
Numéro: 2
Intervalle de pages: 375-410
URL: https://journals.sfu.ca/cje/index.php/cje-rce/article/view/5947
Résumé: 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. Keywords: socio-emotional competencies, CASEL, teacher, questionnaire, validation process
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