Diriger une école en milieu défavorisé : observation des pratiques de travail de directions d’école primaire de la région de Montréal

Abstract

Dans un effort pour mieux comprendre le travail de directions d’école primaire en milieu défavorisé de Montréal, cette recherche décrit le travail réel de directions. Douze directions se sont autoobservées pendant dix jours et ont été observées pendant trois jours. Les données portent sur les types de tâches (administratives, éducatives, d’ordre social, de développement professionnel) qu’elles ont accomplies. Les résultats révèlent que les directions passent deux fois plus de temps à des tâches administratives qu’à des tâches éducatives. Ces résultats se distinguent toutefois de l’impression des directions au sujet de leur tâche. Certaines croient faire un travail administratif, d’autres, un travail éducatif. Nous discutons ces résultats et soulevons des questions qui incitent à poursuivre la recherche sur le travail de ces directions.

The development of competencies required for school principals in Quebec: Adequacy between competency standard and practice

“…To reflect this new reality, efforts have been made to define the function of school principals in repositioning their roles and responsibilities while including the different facets of their work that necessarily have repercussions on students' academic achievement (Barber & Mourshed, 2007;Pont et al, 2008). Also, in order to respond to the roles and responsibilities that have become more complex, school principals must develop specific and diversified competencies (Archambault, Garon, & Harnois, 2014;Bisaillon et al, 2009;Dupuis, 2004;Guillemette, Morin, & Simon, 2015;Ministry of Education of Quebec (MELS), 2006;Mulford, 2003;Perrenoud, 2002).…”

Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

“…Yet in previous work, we identified a negative social gradient in student health needs and the availability of health‐promoting interventions across schools serving students from advantaged and disadvantaged backgrounds 11 . Schools serving more disadvantaged students may face additional barriers in implementing interventions such as lack of material, financial and human resources, higher workloads, and heavier student health and social needs, all of which could result in less commitment within the school community for health promotion programming 12,13 . Although establishing a health‐promoting school culture may be more challenging in disadvantaged schools, few studies have investigated this association.…”

Shadowing school principals: what do we learn?

“…Furthermore, there are variations regarding the degree of structure of the observation, with some viewing their observational activity as unstructured or free (Archambault et al, 2014: 422), others as a structured activity (Gaziel, 1995; Thomas and Ayres, 1998). One study refers to shadowing as ‘structural observation’ (Bärstecher, 2014: 94) without offering further explanation or definition.…”

“…In six instances, document analysis is used in conjunction with shadowing. Other methods used include the experience-sampling method (Archambault et al, 2014; Spillane and Hunt, 2010), but also more uncommon ones like the use of an ambulatory blood pressure monitor for school principals (Thornton et al, 1996) or the measurement of tissue perfusion indexes through a monitor (Whan and Thomas, 1996).…”