Leadership de la direction et sentiment d’autoefficacité des enseignants

Morin, Réjean; Dussault, Marc

doi:10.7202/1016976ar

Cited by 2 publications

(3 citation statements)

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“…Finally, the results indicate the existence of a weak link between organizational performance and its different modalities. This is due to the fact that the organizational performance" is far from being as simple as one might think because even if the literature abounds on this subject there is no consensus on the definition of the subject or on how to measure it (Morin and al 1999;Boujlida 2002).…”

Section: Result Discussion and Conclusionmentioning

confidence: 99%

“…The organizational performance of work www.ijere.com Goodman and al cited by Morin and al (1999) then by Boujlida (2002) underline that the answer to the question "what is organizational performance" is far from being as simple as one might think because even if the literature abounds on this subject there is no consensus on the definition of the subject or on how to measure it. This means that the performance is not objective and each author defines it according to his angle of approach.…”

Section: Transformational Leadershipmentioning

confidence: 99%

“…Team spirit is alive, enthusiasm and optimism are displayed. As for the Intellectual Stimulation, it manifests by the leader's ability to induce new ways of thinking in subordinates (Silins, 1992 cited by Morin & Dussault 1999), and to induce subordinates to become aware of problems and to reflect on possible solutions (Morin & Dussault, 1999). The Individualized Consideration it manifests by transformational leaders who pay particular attention to each participant's needs for success and growth by acting as a coach or mentor.…”

Section: Introductionmentioning

confidence: 99%

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Leadership Styles and Organizational Performance of Employees: The Case of Some Primary and Secondary Schools in Cameroon

Silamine

Rodrigue

2021

International Journal of Educational Research Review

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The purpose of this research is to predict the organizational performance of employees' work according to the leadership style of primary, general secondary and technical schools head teachers in Cameroon. This investigations was carried out by means of a pragmatic questionnaire sent to 345 employees of school heads at the two levels of study, namely: primary and secondary education. The data was collected for leadership style by using transformational leadership questionnaire and transactional leadership questionnaire adopted by Khoza (2015). The organizational performance was evaluated by using the questionnaire based on the behavioral indicators of the industrial system (Guenou cited by Benlalam, 2015). The results of this analysis indicate that there is a significant positive relationship between transformational leadership and work organizational performance. As result, school leaders should use the different factors of transformational leadership to motivate their staff to become more involved in school work to deliver results beyond their own expectations. The results also show that the sociodemographic variables: the type of institution, the highest degree determine the organizational performance of employees' work.

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Section: Result Discussion and Conclusionmentioning

confidence: 99%

Section: Transformational Leadershipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Leadership Styles and Organizational Performance of Employees: The Case of Some Primary and Secondary Schools in Cameroon

Silamine

Rodrigue

2021

International Journal of Educational Research Review

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Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

Melançon

Lefebvre

Thibodeau

2013

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Tous droits réservés © Association canadienne d'éducation de langue française, 2013 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.https://www.erudit.org/fr/ RÉSUMÉDans un contexte éducatif où l'intégration des technologies est prisée, on peut s'interroger sur la compétence des enseignants à intégrer les technologies de l'information et de la communication (TIC) (Mueller et al., 2008;Chai et al., 2011). Parmi les facteurs d'ordre personnel pouvant influencer le développement de cette compé-tence se trouve l'autoefficacité (Klassen et al., 2011;Wheatley, 2005 Al-Zahrani (2012), affichent des résultats différents. Cet article présente donc une étude sur l'autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire. Plus précisément, il traite du niveau d'autoefficacité de ces enseignants et des sources d'influence de l'autoefficacité. Les résultats relatifs au niveau d'autoefficacité indiquent que la majorité des neuf enseignantes interrogées sont plutôt en accord avec le fait qu'elles sont en mesure d'intégrer les TIC dans leur enseignement et avec l'idée qu'un enseignement qui intègre les TIC apporte des retombées positives. Pour ce qui est des sources, ce sont l'expérience active de maîtrise ainsi que les états physiques et émotionnels qui semblent avoir une incidence plus marquée sur l'autoefficacité des participantes, alors que l'expérience vicariante et la persuasion verbale semblent y contribuer dans une moindre mesure. Ces résultats sont discutés à la lumière de la théorie sociocognitive de l'autoefficacité et d'études antérieures. In an educational context where incorporating technology is popular, the abi lity of teachers to integrate information and communication technology (ICT) remains questionable (Mueller et al., 2008;Chai et al., 2011). Self-efficacy is one of the personal factors that can influence the development of this competency (Klassen et al., 2011;Wheatley, 2005). However, studies on factors influencing self-efficacy, such as those of Bursal and Yigit (2012), Kreijns et al. (2013) and Robertson and Al-Zahrani (2012), show different results. This article presents a study on self-efficacy in relation to how elementary school teachers incorporate ICT. More specifically, it examines their level of self-efficacy and sources that influence it. The results related to self-efficacy levels show that the majority of the nine teachers interviewed agreed that they can use ICT in their teaching, and that incorporating ICT brings positive results. In terms of sources of self-efficacy, active mas...

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Leadership de la direction et sentiment d’autoefficacité des enseignants

Abstract: Érudit est un consortium interuniversitaire sans but lucratif composé de

Cited by 2 publications

References 33 publications

Leadership Styles and Organizational Performance of Employees: The Case of Some Primary and Secondary Schools in Cameroon

Leadership Styles and Organizational Performance of Employees: The Case of Some Primary and Secondary Schools in Cameroon

Sources d’influence de l’autoefficacité relative à un enseignement intégrant les TIC chez des enseignants du primaire

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