Les Enseignants en tant que Sous-systèmes de l'École Secondaire: Une Étude Régionale
Keywords:
secondary school teachers, teacher characteristics, teacher satisfaction, teacher alienation, socio-political valuesAbstract
In this article, the authors attempt to portray the teacher sub-system as a whole. They use Le Moigne's (1977) systematic paradigm as a model. A brief review of the literature permitted a listing of the principal variables that have been used in this research up to the present. The statistical analyses employ correlational methods (Pearson, Eta) and, in addition, various factor analyses were performed.
The authors conclude that the older teachers monopolize the schools, that there are fewer and fewer places for the younger teachers, that it is also the older and/or the more educated who are able to work in the situation or environment that they prefer, and who are also less alienated and more satisfied with their work. In addition, the older teachers are likewise more conservative (less reformist).
The environment that seems the most "dangerous," enabling short-circuiting communication and administration within the school, is the bureaucratic environment. There would also exist very strong bonds among the diverse components or functioning sub-systems of a school.
The study underscores the large differences among these sectors as concerns the work, level of education, and mobility of teachers. Finally, it appears that the teachers are divided with respect to their socio-political values.
Even if traditional studies of teachers bring a certain clarity, it is only by considering the totality of the components which form a sub-system that one is able to understand the dynamics.
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