BACKGROUND: Workplace bullying is considered as a major job stress factor and is associated with mental disorders. To date, there was no validated French version of the "Leymann Inventory of Psychological Terror" (LIPT), considered to be the instrument of reference. The objective of this study was to elaborate this French version and to explore its factorial, convergent and predictive validity. METHODS: The present study was based on a large sample of men and women of the working population asked to participate to a cross-sectional survey by a network of 143 occupational physicians in the South-East of France. This study included 7694 subjects, 3132 men and 4562 women, who responded to the anonymous self-questionnaire including the French version of the LIPT. This version was obtained by a standard forward/backward translation procedure. RESULTS: The LIPT allows to evaluate the 12-month prevalence of exposure to 45 forms of bullying. The analysis of an open question asking for other potentially missing forms of bullying underlined the satisfactory coverage of the LIPT. The study of the factorial validity showed a satisfactory coherence in the interpretation of the factors obtained. Leymann defined workplace bullying by the exposure to at least one form of bullying, weekly or more, and for at least six months. The convergent and predictive validity were increased when this definition was combined with the self-report of being exposed to bullying. CONCLUSION: This study is the first one elaborating and validating the French version of the LIPT by Leymann. This step of development and validation of the French version of questionnaires seems crucial to set up future high-quality studies, and to allow comparisons at the international level. Workplace bullying seems to be a serious problem in the French working life given the prevalence observed here (around 10%). Forthcoming studies should prefer using such validated questionnaire to better understand and prevent this occupational risk factor.

Iconographies supplémentaires de l'article : La version française du questionnaire de Leymann sur la violence psychologique au travail : le « Leymann Inventory of Psychological Terror » (LIPT)

To investigate the relationship between social support at work and burnout among teachers, independent of the teachers’ private social and environmental context. In the 2013 “Teachers’ Quality of Life” population-based study (France, n = 2653), burnout symptomatology was assessed using the Maslach Burnout Inventory. The score for each dimension (emotional exhaustion, depersonalization and personal accomplishment) was dichotomized using extreme tertiles. Global score for social support at work, and subscores by source and type were derived from the Karasek Job Content Questionnaire and were categorized into tertiles (low, medium, and high). The private context was appraised through the “social relationships” and “environment” subscales of the short version of the World Health Organization Quality of Life Questionnaire. Associations between social support at work and burnout indicators were evaluated among 2473 teachers with complete data, using logistic regression models adjusted for the private context plus sociodemographic and work-related characteristics. Eight percent of the teachers showed simultaneously high emotional exhaustion, high depersonalization and low personal accomplishment symptoms and were considered as burnout cases. After controlling for the private context, teachers who reported high social support at work were significantly less likely to report burnout [odds ratio (95% confidence interval) high vs. low = 0.62 (0.40, 0.98)]. When distinguishing the source of social support at work, only high social support from supervisors remained significantly associated with a lower risk of burnout [0.43 (0.27, 0.71)]. Improving social support at work, especially from a hierarchical point of view, may be an effective target to promote teacher’s well-being.

https://hal.archives-ouvertes.fr/hal-02918469/document

Burnout symptomatology and social support at work independent of the private sphere: a population-based study of French teachers.

In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field. Moreover, in the Italian school context, students’ seniority and educational level require further investigation, as the average age of teachers is particularly high compared to their European colleagues. The present study aims to examine in a sample of 882 Italian teachers the presence of burnout and differences in teacher-student and teacher-parent satisfaction between primary (students aged 6–10 years) and lower secondary (students aged 11–13 years) teachers. A further objective is to test whether teacher-student and teacher-parent satisfaction and seniority can be significant predictors of burnout. Teachers completed the Job Satisfaction Scale (MESI) and the MBI- Educators Survey and the data were then processed using MANOVA and multiple linear regression analysis. The results revealed that 8.2% of the teachers suffered from burnout and lower secondary teachers showed the highest levels of emotional exhaustion, depersonalisation and reduced personal accomplishment. Predictors of emotional exhaustion were job dissatisfaction and seniority, and predictors of depersonalisation were job dissatisfaction and teacher-student dissatisfaction. Finally, predictors of personal accomplishment were also teacher-parent satisfaction and teacher-student satisfaction. The implications of these findings for practice and research are discussed in this article.

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Teacher Satisfaction in Relationships With Students and Parents and Burnout.

Une attitude insolente, des comportements agressifs voire des agressions de la part des eleves sont malheureusement des situations de plus en plus frequentes en education physique et sportive. Ce constat peut notamment etre accentue dans certains etablissements classes en reseau d’education prioritaire. Les causes sont multiples et relevent a la fois de dimensions psychologiques (manque de confiance en soi, peur de l’echec), sociales (precarite accrue, desengagement familial), psycho-sociales (manque de reconnaissance, image de soi degradee) et contextuelles (classe surchargee, infrastructures degradees et peu agreables, pratiques pedagogiques et educatives inadaptees). Les comportements violents peuvent s’exprimer entre les eleves, entre les eleves et les enseignants, entre professionnels de l’education mais aussi avec les familles. Si l’analyse de ces comportements suppose que l’equipe pedagogique, les psychologues de l’Education nationale, les conseillers principaux d’education prennent en consideration les multiples causes des difficultes rencontrees pour accompagner au mieux les eleves employant de tels comportements, l’enseignant peut egalement jouer un role in-situ dans ces interactions. Ce dernier peut alors mettre en place des strategies preventives, mais aussi regulatrices pour influencer positivement la situation pedagogique et didactique et ameliorer ainsi ses gestes professionnels. L’objectif de cet article est d’apporter une analyse theorique des gestes inadaptes au contexte de violence scolaire et notamment en education physique et sportive, mais aussi de proposer divers moyens d’action scientifiquement reconnus et d’autres qui pourraient le devenir dans un futur proche.

https://hal.univ-antilles.fr/hal-03079578/document

Gestes professionnels des enseignants d’EPS en contexte de violence scolaire : stratégies usuelles et complémentaires

Rapport d'information fait au nom de la commission de la culture, de l'éducation et de la communication (1) par la mission d'information sur le métier d'enseignant (2)

Resume Objectif de l’etude L’enseignement est une profession a risque d’epuisement professionnel. Des donnees preliminaires suggerent que l’âge augmenterait ce risque. L’objectif a ete d’evaluer les differences de bien-etre au travail et general des enseignants selon leur anciennete et d’en deduire des preconisations. Methodes Dans le cadre de l’enquete postale nationale « Qualite de vie des enseignants » (Fondation MGEN/Education nationale), 2320 enseignants des 1 er et 2 nd degres ont ete interroges sur leur bien-etre au travail (bilan de l’experience professionnelle, evolution de l’exercice du metier depuis cinq ans, trois dimensions du Maslach Burnout Inventory) et general (qualite de vie, sante percue et quatre scores du questionnaire WHOQOL-BREF). Ces indicateurs de bien-etre ont ete modelises en fonction de l’anciennete categorisee en trois classes (≤ 5 ans, 6–29 ans, ≥ 30 ans) dans des modeles de regression ajustes sur divers facteurs sociodemographiques et professionnels. Resultats Par rapport aux enseignants plus experimentes, les enseignants en debut de carriere avaient des conditions d’exercice moins favorables et un score de sante environnementale moins bon (−3 points 95 %IC = [(−5,1)–(−1,0)] ; p  = 0,005). Les enseignants en fin de carriere etaient plus susceptibles que leurs homologues en milieu de carriere de juger l’exercice du metier « de plus en plus difficile » (OR = 2,6 [2,0–3,4] ; p burnout . Ils etaient moins satisfaits de leur qualite de vie (OR = 0,7 [0,5–0,9] ; p  = 0,009), de leur sante (OR = 0,7 [0,5–0,9] ; p  = 0,002), notamment physique (−5,4 points [(−7,1)–(−3,8)] ; p p  = 0,001). Discussion Cette etude plaide en faveur d’un affaiblissement du bien-etre des enseignants en fin de carriere et appuie l’interet de realiser des actions de prevention et d’accompagnement cible. Une attention doit aussi etre portee aux enseignants en debut de carriere qui peuvent etre confrontes a des contextes particulierement difficiles malgre leur inexperience.

https://dumas.ccsd.cnrs.fr/dumas-01723660/document

Franck Gilbert

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Bien-être au travail et qualité de vie des enseignants : quelles différences selon l’ancienneté ?