Diriger une ecole primaire de milieu urbain defavorise: les perceptions des directions d'ecoles a propos de leur travail

This paper presents school principals' perceptions about their work in disadvantaged areas. Our focus is on Montreal's particular situation in which schools receive special support from Quebec's Ministere de l'Education, du Loisir et du Sport. Forty-five elementary school princip...

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Bibliographic Details
Published inCanadian journal of education Vol. 35; no. 1; p. 5
Main Authors Archambault, Jean, Harnois, Li
Format Journal Article
LanguageEnglish
Published Canadian Society for the Study of Education 01.07.2012
Subjects
Practice
Psychological aspects
School principals
Social aspects
Surveys
Training
Work environment
Canada
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Summary:This paper presents school principals' perceptions about their work in disadvantaged areas. Our focus is on Montreal's particular situation in which schools receive special support from Quebec's Ministere de l'Education, du Loisir et du Sport. Forty-five elementary school principals participated in our study. Our goal was to identify, describe, and document their work's features. Our data show that principals believe their work-load to be different from the work-load of their peers in more advantaged areas, as well as perceiving this workload to be heavier, needing particular competencies and attitudes, and having to incorporate elements of leadership for social justice. Given this perceived difference, principals have to consider the importance of on-going professional training and develop a particular vision of education. Cet article porte sur les perceptions des directions d'ecoles de milieu defavorise a propos de leur travail. Nous nous interessons a la situation qui prevaut a Montreal, ou les ecoles beneficient de mesures particulieres de soutien du Ministere de l'Education, du Loisir et du Sport. Nous presentons les resultats d'une recherche menee aupres de quarante-cinq directions d'ecoles primaires de milieu defavorise de Montreal. L'objectif principal etait d'identifier, de decrire et de documenter les caracteristiques du travail d'une direction d'ecole de milieu defavorise. Quelques constats emergent des donnees recueillies. Les directions considerent leur tache differente de celle des directions d'une ecole de milieu moyen ou favorise. Ces differences portent principalement sur la lourdeur de la tache, sur les competences et les attitudes particulieres requises, sur la necessite d'exercer un leadership de justice sociale, sur la necessite de developper une certaine vision de l'education et finalement sur l'importance du developpement professionnel. Mots-cles: Direction d'ecole, ecole primaire, rapport au travail, milieu defavorise, discours
ISSN:0380-2361