Des directions d’établissements d’enseignement sont épuisées. Pourquoi ?
DOI :
https://doi.org/10.53967/cje-rce.6645Mots-clés :
épuisement professionnel, directions, établissements d’enseignement, facteurs de risqueRésumé
L’épuisement professionnel est un syndrome généré par du stress chronique au travail qui entraîne des conséquences néfastes pour la santé psychologique et physique des individus. Très étudié chez des populations d’enseignants et chez le personnel de la santé, à notre connaissance, peu de revues systématiques de la documentation ont porté sur les facteurs de risque de l’épuisement professionnel chez les directions d’école. L’objectif de cette recherche est de colliger les connaissances sur l’épuisement professionnel auprès de cette population à partir de l’instrument de mesure Maslach Burnout Inventory (MBI) afin de guider la recherche future et éventuellement mettre en place des interventions visant à prévenir le développement de ce syndrome chez cette population. Parmi les 552 articles initialement identifiés dans les bases de données, l’équipe de recherche en a retenu 15 pour cette revue systématique, en considérant les critères d’inclusion. Les facteurs de risque et de protection recensés sont nombreux. Cette revue systématique discute de huit facteurs individuels et cinq facteurs situationnels. Ces facteurs de risque et de protection observés dans d’autres types de populations peuvent également s’appliquer aux directions d’école. De plus, des facteurs jamais étudiés auparavant ont démontré une association avec l’épuisement professionnel chez cette population.
Statistiques
Références
Alarcon, G. M. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79(2), 549–562. https://doi.org/10.1016/j.jvb.2011.03.007
American Institute of Stress. (2022). Workplace stress. https://www.stress.org/workplace-stress
Andela, M., Truchot, D. et Borteyrou, X. (2015). Emotional labour and burnout: Some methodological considerations and refinements. Canadian Journal of Behavioural Science, 47(4), 321–332. https://doi.org/10.1037/cbs0000024
Arlotto, G. P. (2002). A structural equation modeling analysis of the direct and indirect effects of locus of control and empowerment on burnout in high school principals [Dissertation doctorale, George Washington University]. ProQuest Information and Learning. https://www.proquest.com/dissertations-theses/structural-equation-modeling-analysis-direct/docview/305525776/se-2
Awa, W. L., Plaumann, M. et Walter, U. (2010). Burnout prevention: A review of intervention programs. Patient Education and Counseling, 78(2), 184–190. https://doi.org/10.1016/j.pec.2009.04.008
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Black, A. E. et Deci, E. L. (2000). The effect of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Burke, R. J. et Greenglass, E. R. (1989). Psychological burnout among men and women in teaching: An examination of the Cherniss model. Human Relations, 42(3), 261–273. https://doi.org/10.1177/001872678904200304
Chung-Yan, G. A. (2010). The nonlinear effects of job complexity and autonomy on job satisfaction, turnover, and psychological well-being. Journal of Occupational Health Psychology, 15(3), 237–251. https://doi.org/10.1037/a0019823
Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2e éd.). Routledge. https://doi.org/10.4324/9780203771587
Combs, J. P. et Edmonson, S. L. (2010). Professional burnout and job demands among high school principals: A mixed methods study. Dans K. M. T. Collins, A. J. Onwuegbuzie et Q. Jiao (dir.), Toward a broader understanding of stress and coping: Mixed methods approaches (p. 437–462). IAP Information Age Publishing.
Combs, J., Edmonson, S. L. et Jackson, S. H. (2009). Burnout among elementary school principals. AASA Journal of Scholarship & Practice, 5(4), 10–15.https://www.researchgate.net/profile/Pamela-Angelle/publication/234661848
Cubitt, S. et Burt, C. (2002). Leadership style, loneliness and occupational stress in New Zealand primary school principals. New Zealand Journal of Educational Studies, 37(2), 159–169. https://www.researchgate.net/publication/297554697
Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L. et Lerkkanen, M.-K. (2023). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration & Leadership, 51(4), 868–888. https://doi.org/10.1177/17411432211010317
Federici, R. A. et Skaalvik, E. M. (2012a). Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15(3), 295–320. https://doi.org/10.1007/s11218-012-9183-5
Federici, R. A. et Skaalvik, E. M. (2012b). Teacher and principal self-efficacy: Relations with autonomy and emotional exhaustion. Dans S. L. Britner (dir.), Self-efficacy in school and community settings (p. 125–150). Nova Science Publishers.
Flynn, P. D. (2001). Identification of the level and perceived causes of stress and burnout among high school principals in South Carolina (publication no. 9981251) [Thèse de doctorat, University of South Carolina]. ProQuest Dissertation & Theses. https://www.proquest.com/dissertations-theses/identification-level-perceived-causes-stress/docview/304639046/se-2
Friedman, I. A. (1995). Measuring school principal-experienced burnout. Educational and Psychological Measurement, 55(4), 641–651. https://doi.org/10.1177/0013164495055004012
Friedman, I. A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229–251. https://doi.org/10.1023/A:1016321210858
García-Carmona, M., Marín, M. D. et Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9
Goldring, R., Taie, S. et O’Rear, I. (2018, juillet). Principal attrition and mobility: Results from the 2016-17 principal follow-up survey. First look. (publication no. NCES 2018-066). National Centre for Education Statistics. https://nces.ed.gov/pubs2018/2018066.pdf
Gorrell, A. et De Nobile, J. (2023). The well-being of Australian primary school principals: A study of the key concerns. International Journal of Educational Management, 37(6-7), 1243–1254. https://doi.org/10.1108/IJEM-01-2023-0039
Gramling-Vasquez, S. (2010). State report card rating, poverty and burnout: South Carolina high school principal perspectives (publication no. 3397829) [Thèse de doctorat, Western California University]. ProQuest Dissertation & Theses. https://www.proquest.com/dissertations-theses/state-report-card-rating-poverty-burnout-south/docview/219965924/se-2
Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37(1), 1–11. https://doi.org/10.1037/0022-3514.37.1.1
Luthans, F. et Jensen, S. M. (2002). Hope: A new positive strength for human resource development. Human Resource Development Review, 1(3), 304–322. https://doi.org/10.1177/1534484302013003
Luthans, F. et Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of Management, 33(3), 321–349. https://doi.org/10.1177/0149206307300814
Maddi, S. R. (1990). Issues and interventions in stress mastery. Dans H. S. Friedman (dir.), Personality and disease (p. 121–154). John Wiley & Sons.
Malekitabar, M., Riahi, M. et Malekitabar, A. R. (2017). The role of psychological capital in psychological well-being and job burnout of high school principals in Saveh, Iran. Iranian Journal of Psychiatry and Behavioral Sciences, 11(1), article e4507. https://doi.org/10.5812/ijpbs.4507
Maslach, C. (2006). Understanding job burnout. Dans A. M. Rossi, P. L. Perrewé et S. L. Sauter (dir.), Stress and quality of working life: Current perspectives in occupational health (p. 37–51). Information Age Publishing.
Maslach, C. et Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/job.4030020205
Maslach, C. et Leiter, M. P. (2017). Understanding burnout: New models. Dans C. L. Cooper et J. C. Quick (dir.), The handbook of stress and health: A guide to research and practice (p. 36–56). Wiley Blackwell. https://doi.org/10.1002/9781118993811.ch3
Maslach, C., Schaufeli, W. B. et Leiter, M. P. (2001). Job burnout. Annual Review of Psychology 52(1), 397–422. https://doi.org/10.1146/annurev.psych.52.1.397
Mastalerz, L. H. (2000). The dynamics of burnout in Catholic elementary principals [Thèse de doctorat inédite]. Roosevelt University.
Maxwell, A. et Riley, P. (2016). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878
McHugh, R. (2023). A six-component conceptualization of the psychosocial well-being of school leaders: Devising a framework of occupational well-being for Irish primary principals. International Journal of Leadership in Education, 1–33. https://dx.doi.org/10.1080/13603124.2023.2218112
Pines, A. et Aronson, E. (1981). Burnout: From tedium to personal growth. Free Press.
Ryff, C. D. et Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037//0022-3514.69.4.719
Salovey, P. et Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Shirom, A. (2010). Employee burnout and health: Current knowledge and future research paths. Dans J. Houdmont et S. Leka (dir.), Contemporary occupational health psychology: Global perspectives on research and practice (Volume 1, p. 59–76). Wiley Blackwell. https://doi.org/10.1002/9780470661550.ch4
Silbaugh, M. W., Barker, D. B. et Arghode, V. (2023). Emotional labor, emotional intelligence, and burnout among school principals: Testing a mediational model. Leadership and Policy in Schools, 22(1), 73–86. https://doi.org/10.1080/15700763.2021.1904511
Ten Bruggencate, G., Luyten, H., Scheerens, J. et Sleegers, P. (2012). Modeling the influence of school leaders on student achievement. Educational Administration Quarterly, 48(4), 699–732. https://doi.org/10.1177/0013161X11436272
Tomic, W. et Tomic, E. (2008). Existential fulfillment and burnout among principals and teachers. Journal of Beliefs & Values, 29(1), 11–27. https://doi.org/10.1080/13617670801928191
Williams, T. R. (2003). Ontario’s principal scarcity: Yesterday’s abdicated policy responsibility—today’s unrecognised challenge. Australian Journal of Education, 47(2), 159–171. https://doi.org/10.1177/000494410304700205
Woo, T., Ho, R., Tang, A. et Tam, W. (2020). Global prevalence of burnout symptoms among nurses: A systematic review and meta-analysis. Journal of Psychiatric Research, 123, 9–20. https://doi.org/10.1016/j.jpsychires.2019.12.015
Yildirim, F. et Dinc, M. S. (2019). Factors influencing burnout of the principals: A pilot study in Flemish schools of Belgium. Economic Research-Ekonomska Istrazivanja, 32(1), 3538–3553. https://doi.org/10.1080/1331677x.2019.1660200
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Société canadienne pour l'étude de l'éducation 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un article, veuillez communiquer avec la directrice de la publication.
