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Article Dans Une Revue European Journal of Education Année : 2024

Social representations of teachers' dropout in the French context: An exploratory study

Résumé

This work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well-being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

Dates et versions

hal-04622351 , version 1 (24-06-2024)

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Abdelkader Benmbarek, Christine Poplimont, Grégory Lo Monaco. Social representations of teachers' dropout in the French context: An exploratory study. European Journal of Education, 2024, 59 (2), pp.e12637. ⟨10.1111/ejed.12637⟩. ⟨hal-04622351⟩
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