Mentorat, compétences émotionnelles et leadership transformationnel : trois composantes de la réussite professionnelle d’une direction d’établissement scolaire
Mots-clés :
Mentorat, compétences émotionnelles, leadership, directions d'établissement scolaire, analyse acheminatoireRésumé
Les directions d’établissement scolaire (DES) doivent constamment actualiser leurs connaissances, leurs attitudes ainsi que leurs compétences professionnelles, émotionnelles et sociales afin de concrétiser la mission de l’école. Bien que des mesures ont été mises en place pour les accompagner, les DES du Québec ont mentionné le besoin d’être soutenues à travers le mentorat, la nécessité de développer des compétences émotionnelles (CE) et leur besoin d’exercer un leadership mobilisant et stimulant. Cette étude s’inscrit dans une approche quantitative et exploratoire permettant d’étudier les liens entre le mentorat, les CE et le style de leadership. Les résultats font ressortir les interactions entre les trois concepts et suggèrent de recourir à un programme de mentorat pour développer des CE et pour exercer un style leadership positif et efficace.
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