Éditorial
The objective of this study is to highlight the relationship between teachers' social commitment and school massification in public elementary school. To do this, data were collected through interviews and questionnaires. The questionnaires were administered to a sample of 129 teachers and 60 o...
Enregistré dans:
| Auteurs principaux: | , |
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
| Publié: |
2025
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | The objective of this study is to highlight the relationship between teachers' social commitment and school massification in public elementary school. To do this, data were collected through interviews and questionnaires. The questionnaires were administered to a sample of 129 teachers and 60 others were interviewed. Content analysis, descriptive, validity, confirmatory, factorial and regression analyses were conducted. The results showed a good validity and reliability of the measurement scale used in this research. The conclusions reached show sufficiently that massification or classroom overcrowding negatively influences the social commitment of teachers. Moreover, the quality of teaching and students' academic performance is related to teachers' social commitment. |
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