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Question ontherelationship between thevalues’profileofPEteachers’andtheir desire forwell-being atwork
ClémentLlena,IsabelleJoing &JacquesMikulovic
04/10/2017 Well-being ineducation’s colloquy Paris
IntroductionDefinitions
Research objective MethodResults
Discussion
Issue of values’ dissemination
A value is what is worth teachingReboul,1992,p.3.
In addition to the transmission of knowledge, the first mission ofthe school is to share the values of the Republic, an essentialmission for livingtogether.
Article2,Loid’orientation,2005
They constitute School identityand professional ethicsPrairat,2009
We can not inculcate in schools other values than those ofsociety itself.
Prost,1985,p.56
A teacher discontent
A teacher discontentLantheaume,2008.
More for beginner teachersRayou &VanZanten,2004 ;Maroy,2008 ;Rascle &Bergugnat,2013
The school climate : expression of a global approach and systemic"being" at school, well-being as well as ill-beingThe working climate : the teacher’s "being" in his or her professionalenvironment.
Murat&Simonis-Sueur,2015à Contributes to a collective improvement (pupils and teachers) in a
virtuous circleDebarbieux &al,2012
50%feel they aredoing it professionally
47%ofteachers suffer from emotional exhaustion
10%burn-out
10to15%ofteachers donotsufferwhen they entertheprofession
-> which directly affects the quality of their teachingJeffreyandSun,2006
Discontent’s proportion
Shed light on this matter ?
Values are learned during a process of socializationPiaget,1932 ;Rokeach,1973 ;Williams,1979 ;Feather,1979 ;Grussec,1999 ;
Rohan&Zanna,1996
Measuring the value priorities of PE students in theteaching profession is a powerful indicator to limit thisdiscontent
Associations between values priorities and affectivecomponents of subjectivewell-being
Sagiv &Schwartz2000
IntroductionDefinitions
Research objectMethodResults
Discussion
Présentation 3SLF– Llena, Mikulovic &Joing
104 students (M:22,81;45/59)(Master 1MEEF-EPS(CAPEPSattheendoftheschool year)ofRennes2University/EuropeanSocialSurvey(6th edition,
2014).Staged'ObservationetdePratiqueAccompagnée(SOPA).
Surveyinthree parts:1. « Portrait Values Questionnaire »(PVQ)
(Schwartz,2006).2. « Scale ofPositiveandNegative
Experience »(SPANE)toaccess thesubjectivewell-being (SWB) atthe
thraineeship3. Sociological dataandspecific
experiences..
104students82SOPAinmiddleschool
16inhighschool6intechnical highschool
Hommes57%
Femmes43%
Gender
Collège79%
LGT15%
LP
6%
Stagesite
PVQ results
-0,4
-0,2
0
0,2
0,4
0,6
0,8
1
1,2
Correlation ofSWB&profileofvalues
BalanceCorrélationdePearson BalanceSig.(bilatérale)
Figure1:SubjectiveWell-Being Comparison Curve (SPANE)foreachdimension ofthePVQ-RRforour sample
Corrélations
Balance Universalise ouvertauchgt dépassdesoi continuité affdesoi
Balance
CorrélationdePearson
1 ,716** -0,057 ,601** -0,149 -0,17
Sig. (bilatérale) 0 0,565 0 0,134 0,086
N 104 103 103 103 103 103
Table 1: Correlation between subjective well-being (SPANE) and the value of universalism (PVQ-RR) for our sample. ** The correlation is significant at 0.01
• Sagiv &Schwartz(2000)highlighted therelationship between valuespriorities andperceived subjectivewell-being.
• Self-passingvaluesarepositively correlated totheemotional componentsofsubjectivewell-being.Onthecontrary,thevaluesoftradition,complianceandsafety arenegatively correlated.
• Thecongruencebetween personal valuesandthose oftheenvironmentinduce afeelingofsuperior subjectivewell-being.
Présentation 3SLF– Llena, Mikulovic &Joing
Selftranscendance
0
0,5
1
1,5
2
2,5
3
3,5 BALANCESPANE
DEPASSEMENT
300
350
400
450
500
550
600
Total
Sommedeouvertauchgt
Sommededépassdesoi
Sommedecontinuité
Sommedeaffdesoi
Discussion
15
1.Theprescriptionissued byvocational traininginstitutes isparticularly importantforbeginners (Goigoux,2007)
2.Schwartz&al.(2012)attesttoapredictive powerthankstothis model,which can be aninteresting added valueintheframework oftheconstructionofamodelforinitial training.
Teachervaluesguidepedagogical decisions andactionsintheclassroom,butalso howthey interact with students andmanagetheir groupof
students (Fang,1996)
Conclusions,limitationsandprospects
Themainobjectiveofateacher traininginstitute is toprepare foranentranceexamor
todevelop aquality teacher ?
Develay(1994),« totrainateacher is tohelphim find his form,his envelope,it is tomakehim understand who he is… ».
Theuniversalism’s roots andthewings ofthese movements areanchor pointsfora
humanist oasis...
ClémentLlena [email protected] [email protected] [email protected]
