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1. Prevalence of school violence

Resources of Secondary Teachers’ Resilience Facing School Violence in Romania and Quebec Viorica Tudor- Dobrica & Manon Théorêt University of Montreal, Québec-Canada viorica.dobrica@umontreal.ca.

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1. Prevalence of school violence

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  1. Resources of Secondary Teachers’ Resilience Facing School Violence in Romania and QuebecViorica Tudor-Dobrica & ManonThéorêtUniversity of Montreal, Québec-Canadaviorica.dobrica@umontreal.ca Participation at this conference is financially supported by the Department of International Relations of University of Montreal

  2. 1. Prevalence of school violence • VIOLENCE IN SCHOOLS: a pervasive problem in many parts of the world, in Europe as well as in America. • ROMANIA: Rank 2 on 37 countries for secondary school’s violence (World Health Organization, 2010) • QUEBEC (CANADA): 90% of secondary teachers suffer at least one violent episode in a school’s year (Jeffrey, 2007). • ORDINARY VIOLENCE hinders teachers functioning and student learning (Feder, Levant& Dean, 2007; Martin et al. 2004) • Teachers are most frequently affected by less spectacular violence inside the classroom, where a large proportion of violent incidents occur (Houle & Rondeau, 2002).

  3. 2. Hypothesis, question and aims of research Hypothesis : In line with the resilience paradigm, we propose that school violence is not a necessary threat and that resilienceis a plausible response for teachersunder stress of school violence. Question : What are the resources used by teachers to enable them to overcome school violence and develop their resilience? Aims: • Identify the contribution of skills to classroom management and professional collaboration in the development of educational resilience • Identify the relationship between feelings of efficacy and job satisfaction among teachers and Quebec Romanian educational and resilience

  4. 3. Exploringconsequences on teachers Time Time Burnout (Jeffrey, 2011 ; Goddard, O’Brien et Goddard, 2006) Resilience (Mallow et Tawannah, 2007; Théorêt, 2005 ) Stress, fear, uncertainty and discouragement (Wilson et al., 2011; Gingras et Mukamurera, 2008; Galand et al., 2007, ) Strengthening competencies; satisfaction ; spurt of adaptation; professional development (Pelletier et Jutras 2008; Imants, 2003) Negative Emotions : anger, guilt, fear, anxiety, fear, anxiety, disgust, shame (Jigau, Liiceanu et Preoteasa, 2006; Martin et al., 2004 )

  5. 4. Exploratory research: qualitative method Criteria arguments of countries : resemblances in the two educational systems • a recent period of school reform, • a competency approach to student’s learning, • the importance given to students’ rights, • a four year initial formation of their teachers, • an accreditation organism for the certification of teachers Two samples of convenience, in Romania and Quebec: • 10 experimented (≥5 years) urban teachers from two comparable large secondary schools; • be tenured teacher of the school 60 minutes in depth interview one-on-one (QSR-N’Vivo,2.0 Generating a book of 49 codes; agreement 89% of 20% of content (with co-coding)

  6. 5. Forms of school violence reported by: • Frequency of violent behavior: (1) direct (several times/week); (2) indirect: once / week or several times / month • The most common form of violence reported: verbal

  7. 6. Exploring process : immediate consequences of school violence on teachers

  8. 7. Exploringprocess: long-terme consequences

  9. 8. Educational resilience • Resilience : the ability of a person, group or community to progress in adverse living situations (Grotberg, 1995) • Educational resilience : "resilience of a team composed from teachers, members of management, other employees as well as that of students in the school organization “ (Theoret, 2005, p. 641) • In our study, resilience is associated with : • The frequency of violence in school: risk factors : traumatic or negative events • The « reserve capacity» for teachers encompass social relationships, professional and personal competencies • Resources : professional competencies and satisfaction, professional or ethical values, advancing in the career, engagement, accomplishment (Théorêt, 2005 ; Mallow et Tawannah, 2007).

  10. 9. Competence of classroom management - a resource for educationalresilience

  11. 10. Efficacy as a resource for educational resilience

  12. Similarity of cases: personal effectiveness- educational resilience Romanian teachers: cases 1-5; Quebec teachers: 6 to 10 cases

  13. 11. Reserve capacity as professional satisfaction • High frequency of violent behavior : dissatisfaction relative to behavior management • Indirect experience of violence is positively associated with medium level of job satisfaction

  14. Co-occurrence codes: job satisfaction, educational resilience (1)cimimmediate consequences; (2)rob : state of robustness ; (3)satpfor : high level of satisfaction ; (4)stpgc: satisfaction (management of violent behavior); (5)satps : satisfaction (teaching strategies ); (6)satpmit mixed feelings (reasons for satisfaction but also for dissatisfaction); (7)insatpc : dissatisfaction (violent behavior of students); (8)insatpd: dissatisfaction (salary, etc.); (9)satpfai: low level job satisfaction

  15. 12. Main differences between samples

  16. Conclusion • Students’ violent behaviors, especially by its frequency, as a risk factor for the health and the practice of professional competency among participating teachers, can also promote the development process of educational resilience, a dynamic and complex process • The knowledge gained during this study allows us to better understand the development process of educational resilience, as supported: • by professional competencies, • by interactions between persons and their interactions with the environment, as professional collaboration, and • further, as the cultural influences

  17. References: • Feder, J., Levant, R. F., & James Dean. (2007). Boys and Violence: A Gender-Informed Analysis. Professional Psychology: Research and Practice, 38(4), 385-391. • Galand, B., Lecop, C., & Philippot, P. (2007). School violence and teacher professional disengagement. British Journal of Educational Psychology,77(2), 465-477. • Gingras, C., & Mukamurera, J. (2008). S’insérer en enseignement au Québec lorsqu’on est professionnellement précaire : vers une compréhension du phénomène. Revue des sciences de l'éducation, 34 (1), 203-222. • Goddard Richard, O’Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British Educational Research, 32(6), 857-874.

  18. References • Grotberg, E. (1995). The International Resilience Project: Research, Application, and Policy. Civitan International Research Center, University of Alabama at Birmingham. • Houlé, R., & Rondeau, M.-C. (2002). Recensement des actes de violence à l'école: Septembre/Octobre 2001. Notes d'information-Direction de la programmation et du développement, 1-4. • Jeffrey, D. (2007). Les enseignantes et les enseignants gardent trop souvent le silence sur la violence qu’ils subissent. Nouvelle CSQ, 26-27. • Jeffrey, D. (2011). Souffrances des enseignants. Les Collectifs du Cirp, 2, 28 – 43 • Jigău, M., Liiceanu, A. & Preoteasa, L. (2006). Violenţa în şcoală. Bucureşti:ALPHA MDN.

  19. References • Imants, J. (2003). Two Basic Mechanisms for Organisational Learning in School. European Journal of Teacher Education, 26 (3), 293-311. • Mallow, W., & Tawannah, A. (2007). Teacher Retention in a Teacher Resiliency-Building Rural School. The Rural Educator, 28(2), 9-26. • Martin, F., Morcillo, A., & Blin, J.-F. (2004). Le vécu émotionnel des enseignants confrontés à des perturbations scolaires. Revue des sciences de l'éducation, 30(3), 579-604. • Pelletier, J.-P., & Jutras, F. (2008). Les composantes de l’entrainement à l’improvisation actives dans la gestion de classe du niveau secondaRevue des sciences de l’éducation de McGill,42 (2), 187-212 • Théorêt, M. (2005). La résilience, de l’observation du phénomène vers l’appropriation du concept par l’éducation. Revue des sciences de l'éducation 31(3), 633-658.

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