Using the Appreciative Inquiry Approach to Contribute to Positive Changes in the Teaching Profession: Knowing and Considering Physical Education Teachers’ Needs

Using the Appreciative Inquiry Approach to Contribute to Positive Changes in the Teaching Profession: Knowing and Considering Physical Education Teachers’ Needs

• Sacha Stoloff, Université du Québec à Trois-Rivières, Canada

• Émilie Auclair, Université de Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2023.782

Résumé

The teaching shortage is a major challenge in Quebec (Sirois et al., 2020). To face it, an ideological shift must be initiated to investigate from an appreciative perspective the needs of these teachers for optimal functioning at work, and in turn, inspire government’s measures to retain teachers. This article specifically targets physical and health education (PHE) teachers. The research objective is to identify the needs of these teachers for optimal functioning. 174 teachers from Quebec participated. The results reveal nine categories of needs from a total of 230 statements.

Abstract

The teaching shortage is a major challenge in Quebec (Sirois et al., 2020). To face it, an ideological shift must be initiated to investigate from an appreciative perspective the needs of these teachers for optimal functioning at work, and in turn, inspire government’s measures to retain teachers. This article specifically targets physical and health education (PHE) teachers. The research objective is to identify the needs of these teachers for optimal functioning. 174 teachers from Quebec participated. The results reveal nine categories of needs from a total of 230 statements.