Le bien-être au travail en mutation chez les enseignants - une nouvelle approche guidée par la théorie culturelle et historique de l’activité
Numerous studies have shown that teacher stress and burnout is an ever-increasing phenomenon. It is a serious problem constituting a threat to their health and well-being. During this study, the researchers measured the various strain levels in teaching work and made suggestions for improving their...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Institut de Recherche Robert-Sauvé en Santé et en Sécurité du Travail (IRSST)
2004-11-01
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| Series: | Perspectives Interdisciplinaires sur le Travail et la Santé |
| Subjects: | |
| Online Access: | https://journals.openedition.org/pistes/3265 |
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| Summary: | Numerous studies have shown that teacher stress and burnout is an ever-increasing phenomenon. It is a serious problem constituting a threat to their health and well-being. During this study, the researchers measured the various strain levels in teaching work and made suggestions for improving their work and working conditions. These suggestions were taken into account in training programs and development projects. It seems, however, that the suggested improvements often failed, and that an attempt was made to identify the “guilty parties” outside the school with the media and with decision-makers, and in the school with the students, teacher community, or in the school’s working conditions. In this article, we will attempt to show that the theories and models used to study occupational well-being should be critically examined and that alternative solutions be proposed. Teacher well-being might be characterized differently if it were assessed using instruments based on another type of alternative theoretical approach. In cultural-historical activity theory and the methodology of developmental research on work, we looked for alternative ways to examine occupational well-being from the standpoint of the teacher and teaching community. Our study deals with a high school teaching community in transition. This community in transition must review its working models and tools in order to deal with the new challenges it faces in its activities. We are also interested in the ways the subjects themselves participate in the change process. |
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| ISSN: | 1481-9384 |