L’implication des enseignants : une des clés possible de la performance éducative

Fournier, Sandrine

doi:10.7202/1062208ar

2019

DOI: 10.7202/1062208ar

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L’implication des enseignants : une des clés possible de la performance éducative

Sandrine Fournier

Abstract: Pour citer cet article : Fournier, S. (2019). L'implication des enseignants : une des clés possible de la performance éducative, Management international, 23(3), 45-55.

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Investigating the effect of teacher commitment on student academic achievement

Kalai

Kirmi

Lhassan

2022

IJRBS

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The present work is interested in the resonance of teacher commitment on students' academic commitment and consequently on their academic achievement. It aims to identify the determinants of the commitment of Moroccan teachers at the qualifying secondary level specifically in the Provincial Directorate of National Education of Tangier-Assilah (Morocco), in particular organizational commitment and professional commitment with repercussions on student commitment in its two dimensions: affective, cognitive and its extension on academic achievement. This article has discussed the conceptual and theoretical details as well as the problematic, the main hypotheses and the conceptual model of the research. Then, it has presented the results of the empirical study which is based on a quantitative methodological approach of a positivist hypothetical deductive nature. The data were collected by a questionnaire submitted by e-mail to our study population, which consists of 204 teachers and 380 students of the qualifying secondary level in 29 local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco). The result of our empirical study shows that the teacher commitment had a positive and statistically significant effect on student academic achievement through student engagement in local public schools of the qualifying secondary cycle in the Provincial Directorate of National Education of Tangier-Assilah (Morocco).

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Investigating the effect of teacher commitment on student academic achievement

Kalai

Kirmi

Lhassan

2022

IJRBS

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La collaboration de l’école avec les familles au regard du sens donné à la réussite éducative par les cadres d’une administration scolaire

Ogay,

Conus,

Banholzer

et al. 2023

ncre

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Comment le concept de réussite éducative est-il interprété par les responsables d’une administration scolaire, des actrices et acteurs assurant la gestion de l’école depuis les coulisses de la scène scolaire? Inspirée par l’ethnographie critique de l’éducation, l’analyse inductive des données récoltées auprès de cadres de l’école du canton de Fribourg (Suisse) montre leur adhésion au concept de réussite éducative, même si peu ancré dans le prescrit institutionnel. La concrétisation de leur vision rencontre cependant des résistances, provenant d’une partie des parents et du personnel scolaire. Une analyse critique interroge les abords a priori séduisants du concept de réussite éducative et examine le risque qu’une vision partielle de la réussite éducative, focalisée sur l’action des familles, n’autorise l’école à fermer les yeux sur sa contribution à la création d’inégalités.

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L’implication des enseignants : une des clés possible de la performance éducative

Abstract: Pour citer cet article : Fournier, S. (2019). L'implication des enseignants : une des clés possible de la performance éducative, Management international, 23(3), 45-55.

Cited by 2 publications

References 35 publications

Investigating the effect of teacher commitment on student academic achievement

Investigating the effect of teacher commitment on student academic achievement

La collaboration de l’école avec les familles au regard du sens donné à la réussite éducative par les cadres d’une administration scolaire

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