LA CO-CONSTRUCTION DE LA GESTION AXÉE SUR LES RESULTATS : LES LOGIQUES DE MÉDIATION DES COMMISSIONS SCOLAIRES
Keywords:
Education Policy, School boards, Results-based management, Education system — QuebecAbstract
Cet article porte sur le rôle des commissions scolaires (CS) québécoises dans le processus de mise en oeuvre de la politique de gestion axée sur les résultats (GAR) au sein du réseau de l’éducation obligatoire. Lors de ce processus, les CS contribuent à coconstruire cette politique et à la transformer partiellement. Cette médiation de la GAR par les CS conduit à la mise en place d’une gestion plus formalisée de l’efficacité des pratiques des enseignants. À partir d’une étude de cas multiples de quatre CS (61 entretiens semi-dirigés), nous montrons comment leurs logiques de médiation de la politique affectent la portée et l’intensité de la gestion de l’activité pédagogique : certaines CS adaptent la GAR à leur réalité organisationnelle, alors que d’autres l’intensifient.
CO-CONSTRUCTION OF RESULTS-BASED MANAGEMENT: THE MEDIATION LOGIC OF SCHOOL BOARDS
This article examines the role of Quebec school boards (SBs) in the implementation of the results-based management (RBM) policy within the compulsory education network. The SBs help co-construct and partially transform this policy, in what we refer to as the mediation process of RBM. This process leads to a more formalized management of the teachers’ pedagogical work, focused on its effectiveness. From a multiple case study of four SBs (61 semi-directed interviews), we show how mediation logic affects the scope and the intensity of the management of the teacher’s pedagogical work. We find that some SBs adapt RBM to their organizational reality, while others intensify it.
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