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

Ponnelle, Sandrine; Etasse, J.

doi:10.1016/j.pto.2023.05.003

Cited by 1 publication

(1 citation statement)

References 38 publications

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“…Moreover, during the 2017-2018 school year alone, a total of 1417 teachers resigned from their positions (Bonnin, 2021;DEPPNovember, 2020). In France, in the last 3 years, intensive research has been conducted on the issue of teachers' professional well-being and dropout (e.g., Garcia, 2023;Ponnelle & Etasse, 2023;Robin, 2022;Ruaud, 2022), particularly the TALIS study, launched in 2008, which focuses on teachers' well-being and job satisfaction (e.g., Charpentier et al, 2020;Charpentier, Dion, et al, 2021;Charpentier, Longhi, et al, 2021;Charpentier & Solnon, 2019;Longhi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Social representations of teachers' dropout in the French context: An exploratory study

Benmbarek,

Poplimont,

Lo Monaco

2024

Euro J of Education

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This work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well‐being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

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