Marc Dussault
Biographic Data
| ID | 4163239 |
|---|---|
| NAME | Marc Dussault |
| GIVEN NAMES | Marc |
| FAMILY NAME | Dussault |
| SIGNATURE | DUSSAULT M |
| AFFILIATIONS | Université du Québec à Trois-Rivières |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Supervisors' Transformational Leadership and Bullying in the Workplace
The study tests the relationship between supervisors' transformational, transactional, and laissez-faire leadership and perceived bullying in the workplace. Transformational and transactional leaders can create conditions that make bullying at work less frequent but laissez-faire leadership may cause conflict that can result in bullying. The participants were 288 adults (122 women, 164 men; M age = 38.9 yr., SD = 11.7; M tenure = 7.2 yr.) employe…
How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness
This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment). Drawing on self-determination theory, we examined whether psychological reso…
Leadership
The aim of this paper was to propose and test the factor structure of a new self-report questionnaire on leadership. A sample of 373 school principals in the Province of Quebec, Canada completed the initial 46-item version of the questionnaire. In order to obtain a questionnaire of minimal length, a four-step procedure was retained. First, items analysis was performed using Classical Test Theory. Second, Rasch analysis was used to identify non-fi…
Revisiting the Factorial Validity of the Revised Ucla Loneliness Scale
Over the years, various studies addressing different populations have consistently raised concerns about the unidimensionality of the Revised UCLA Loneliness Scale. In the present study, the factorial structure of the scale was examined by comparing it to alternative models. In a sample of 1,157 French Canadian teachers, results of confirmatory factor analysis support a three-factor model solution. Support for the invariance of this model across …
Principals' Transformational Leadership and Teachers' Collective Efficacy
The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between pri…
Évaluation des programmes et des dispositifs éducatifs
Teachers' Self-Efficacy and Organizational Citizenship Behaviors
The aim of the study was to investigate the relationship between teachers' instructional efficacy and their organizational citizenship behavior. Questionnaires were sent to a sample of 1,100 French Canadian high school teachers. A response rate of 44.36% was obtained (279 women and 208 men whose mean age was 40.4 yr.) Teachers' instructional efficacy was assessed with a French Canadian version of the Teacher Efficacy Scale and organizational citi…
Évolution des pratiques et des conceptions de l’enseignement, de l’apprentissage et des TIC chez des enseignants du primaire en contexte de développement professionnel
Cet article examine l’évolution des pratiques et des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies. Deux perspectives principales de l’apprentissage s’imposent chez 40 enseignants du primaire participant à une recherche-action-formation : le béhaviorisme social et le néoconstructivisme. Les données ont été recueillies au moyen des entrevues et des observations, au début et à la fin de la formation continue. L’analy…
Teachers' Instructional Efficacy and Teachers' Efficacy toward Integration of Information Technologies in the Classroom
The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and sig…
Teachers' Instructional Efficacy and Teachers' Efficacy Toward Integration of Information Technologies in the Classroom
Validation de l’échelle du sentiment d’efficacité des enseignants à l’égard de l’intégration des technologies de l’information et des communications en classe (Setic)
Cet article présente les résultats d’une étude ayant pour but d’élaborer un instrument de mesure du sentiment d’efficacité des enseignants à l’endroit de l’intégration des technologies dans la classe et d’en vérifier la structure factorielle. Le questionnaire a été administré à 309 enseignants et enseignantes franco-québécois de l’ordre d’enseignement préscolaire-primaire. Dans l’ensemble, les résultats révèlent que l’échelle SETIC possède une bo…
Loneliness and Self-Efficacy in Education Majors
Loneliness and Self-Efficacy in Education Majors
The aim of the study was to investigate the relationship between loneliness and self-efficacy for a sample of 314 French Canadian education majors who were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Efficacy Scale. Analysis yielded, as expected, a negative and significant correlation of -.25 between scores on loneliness and self-efficacy
Professional Isolation and Occupational Stress in Teachers
The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways t…
Évolution des pratiques et des conceptions de l’enseignement, de l’apprentissage et des TIC chez des enseignants du primaire en contexte de développement professionnel
Cet article examine l’évolution des pratiques et des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies. Deux perspectives principales de l’apprentissage s’imposent chez 40 enseignants du primaire participant à une recherche-action-formation : le béhaviorisme social et le néoconstructivisme. Les données ont été recueillies au moyen des entrevues et des observations, au début et à la fin de la formation continue. L’analy…
Professional Isolation and Occupational Stress in Teachers
The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways t…
Loneliness and Self-Efficacy in Education Majors
Loneliness and Self-Efficacy in Education Majors
The aim of the study was to investigate the relationship between loneliness and self-efficacy for a sample of 314 French Canadian education majors who were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Efficacy Scale. Analysis yielded, as expected, a negative and significant correlation of -.25 between scores on loneliness and self-efficacy
Validation de l’échelle du sentiment d’efficacité des enseignants à l’égard de l’intégration des technologies de l’information et des communications en classe (Setic)
Cet article présente les résultats d’une étude ayant pour but d’élaborer un instrument de mesure du sentiment d’efficacité des enseignants à l’endroit de l’intégration des technologies dans la classe et d’en vérifier la structure factorielle. Le questionnaire a été administré à 309 enseignants et enseignantes franco-québécois de l’ordre d’enseignement préscolaire-primaire. Dans l’ensemble, les résultats révèlent que l’échelle SETIC possède une bo…
Teachers' Instructional Efficacy and Teachers' Efficacy toward Integration of Information Technologies in the Classroom
The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and sig…
Teachers' Instructional Efficacy and Teachers' Efficacy Toward Integration of Information Technologies in the Classroom
Teachers' Self-Efficacy and Organizational Citizenship Behaviors
The aim of the study was to investigate the relationship between teachers' instructional efficacy and their organizational citizenship behavior. Questionnaires were sent to a sample of 1,100 French Canadian high school teachers. A response rate of 44.36% was obtained (279 women and 208 men whose mean age was 40.4 yr.) Teachers' instructional efficacy was assessed with a French Canadian version of the Teacher Efficacy Scale and organizational citi…
Évolution des pratiques et des conceptions de l’enseignement, de l’apprentissage et des TIC chez des enseignants du primaire en contexte de développement professionnel
Cet article examine l’évolution des pratiques et des conceptions relatives à l’enseignement, à l’apprentissage et aux technologies. Deux perspectives principales de l’apprentissage s’imposent chez 40 enseignants du primaire participant à une recherche-action-formation : le béhaviorisme social et le néoconstructivisme. Les données ont été recueillies au moyen des entrevues et des observations, au début et à la fin de la formation continue. L’analy…
Principals' Transformational Leadership and Teachers' Collective Efficacy
The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between pri…
Évaluation des programmes et des dispositifs éducatifs
Revisiting the Factorial Validity of the Revised Ucla Loneliness Scale
Over the years, various studies addressing different populations have consistently raised concerns about the unidimensionality of the Revised UCLA Loneliness Scale. In the present study, the factorial structure of the scale was examined by comparing it to alternative models. In a sample of 1,157 French Canadian teachers, results of confirmatory factor analysis support a three-factor model solution. Support for the invariance of this model across …
How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness
This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment). Drawing on self-determination theory, we examined whether psychological reso…
Leadership
The aim of this paper was to propose and test the factor structure of a new self-report questionnaire on leadership. A sample of 373 school principals in the Province of Quebec, Canada completed the initial 46-item version of the questionnaire. In order to obtain a questionnaire of minimal length, a four-step procedure was retained. First, items analysis was performed using Classical Test Theory. Second, Rasch analysis was used to identify non-fi…
Supervisors' Transformational Leadership and Bullying in the Workplace
The study tests the relationship between supervisors' transformational, transactional, and laissez-faire leadership and perceived bullying in the workplace. Transformational and transactional leaders can create conditions that make bullying at work less frequent but laissez-faire leadership may cause conflict that can result in bullying. The participants were 288 adults (122 women, 164 men; M age = 38.9 yr., SD = 11.7; M tenure = 7.2 yr.) employe…
Psychology (11 works) · Social Psychology (10 works) · Social Psychology (9 works) · Scale (ratio (6 works) · Clinical Psychology (5 works) · Developmental psychology (5 works) · Motivation and Self-Concept in Sports (5 works) · Sample (material (5 works) · Clinical Psychology (4 works) · Job Satisfaction and Organizational Behavior (4 works)