Academic failure due to the perceptions of secondary school teachers- A field study in secondary schools - Constantine

Abstract

This study aims to identify the social representations of secondary school teachers with regard to school failure, its causes, its implications and the means of  dealing with it. To do this, this involved a focus group of 130 teachers to whom we submitted a questionnaire consisting of 41 items. The main result noted is: The only person responsible for the student's academic the members of the study sample believe that the repercussions of school failure fall on the student in the first place. As the student leaves the school, he encounters various social ills related to youth, such as violence, drugs, suicide and illegal immigration, according to the teachers, only as a result of students dropping out and failing to study. That to reduce school failure, it is necessary to reconsider everything that is institutional, starting with the obligatory creation and activation of mechanisms for listening to students’ problems within educational institutions and helping them to find appropriate solutions. The professors also stressed the need for the professor to be an essential party in the mentoring process, given that he knows the capabilities of his student’s failure is the student himself (external attribution) even if the school institution, due to dysfunction, has a role of facilitator in the installation of the process failed.