Le rôle des directions d’établissement dans la mise en œuvre de la collaboration entre éducateurs/trices et enseignant-es dans l’enseignement prioritaire à Genève

Abstract

This article analyzes the role of school principals in implementing collaboration between teachers and educators in the Priority Education Network (REP) schools in Geneva, Switzerland. Drawing on the sociology of organizations and the work of Mintzberg (2006), the study investigates the challenges of coordinating professionals with differing cultural backgrounds. The methodology is based on 35 semi-structured interviews with principals, teachers and educators in seven REP primary schools. The results show that collaboration is hampered by distinct professional cultures and that mediation by school principals is complicated by dual hierarchical systems. However, some headteachers succeed in establishing fruitful collaborations when they strengthen communication, clarify the roles and responsibilities of each, and promote a mutual understanding of objectives and working methods. In other words, principals who adopt a position of neutrality and effective mediation facilitate harmonious and effective collaboration between teachers and educators. Thus, applying Mintzberg’s (2006) coordination mechanisms makes it possible not only to identify the challenges, but also to discern the conditions necessary for successful implementation of interprofessional collaboration in the Geneva REP.