Pourquoi les enseignants du secondaire en France ont-ils l’intention de décrocher de leur profession ou de leur établissement scolaire ? : exploration des facteurs prédictifs

IF 0.3 Q4 PSYCHOLOGY, APPLIED

Psychologie du Travail et des Organisations Pub Date : 2023-09-01 DOI:10.1016/j.pto.2023.05.003

S. Ponnelle , J. Etasse

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Abstract

The purpose of the study is to identify predictors of intention to leave the teaching profession early. The aim is to identify factors related to work requirements and/or the individual that may predict intentions to dropout to the profession or migrate to another school compared to intentions to remain a teacher. A questionnaire assessing sociodemographic characteristics, career stage, burnout, and 34 factors related to daily work demands was completed by 193 French teachers, all tenured and practicing in secondary schools. An exploratory factor analysis (EFA) revealed 4 factors reflecting the difficulties of teaching work likely to explain the phenomenon of dropping out. Simple and multiple logistic regression analyses have been used to test two adjustment models identifying the work and/or individual factors predicting the risk of dropout. Reasons for intentions to quit or migrate are different but involve working conditions. The results are discussed in relation to the international literature and recommendations are proposed.

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为什么法国的中学教师打算离开他们的职业或学校？：预测因素的探索

本研究的目的是确定提前离开教师行业的意向预测因素。其目的是确定与工作要求和/或个人相关的因素，与继续担任教师的意图相比，这些因素可能预测辍学或迁移到另一所学校的意图。193名法国教师完成了一份问卷调查，评估了社会人口统计学特征、职业阶段、倦怠和与日常工作需求相关的34个因素，他们都是终身制教师，都在中学实习。探索性因素分析（EFA）揭示了4个反映教学工作困难的因素，可能解释辍学现象。已经使用简单和多元逻辑回归分析来测试两个调整模型，确定预测辍学风险的工作和/或个人因素。辞职或移民的原因各不相同，但涉及工作条件。结合国际文献对结果进行了讨论，并提出了建议。

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