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Influência da inteligência emocional na gestão de conflito na relação professor-aluno(s)
| Content Provider | Semantic Scholar |
|---|---|
| Author | Valente, Sabina |
| Copyright Year | 2019 |
| Abstract | EnglishThe improvement of emotional intelligence skills helps teachers to deal with the emotional demands in the classroom, being fundamental for find the order and balance in guiding decisions during the conflict. This study investigated the influence of emotional intelligence on classroom conflict management, providing conceptual support and factual evidence about the manifest relationship between the two constructs in teacher-student relationship. The objective of this research was to know the influence of teacher's emotional intelligence on classroom conflict management. The relationship between some teachers' personal and professional variables and emotional intelligence was also analyzed. The following instruments were used: the Emotional Skills and Competence Questionnaire for Teachers, the Rahim Organizational Conflict Inventory II - Portuguese Version in School Context, and a Personal and Professional Data Sheet, in a sample comprising of 745 basic and secondary teachers, from Portugal. Using the structural equation modeling technique, the results indicated that teachers who tend to have higher levels of emotional intelligence use more integrative and commitment, for conflict management, constructively managing classroom conflict. Considering the results found, it is considered the importance of pedagogical practices, throughout academic training, that value the teachers’ emotional dimension, for the benefits presented in classroom conflict management, in the teacher-student relationship. portuguesO aperfeicoamento das capacidades da inteligencia emocional auxilia o professor a gerir as solicitacoes emocionais em sala de aula, sendo fundamental para encontrar a ordem e o equilibrio na orientacao das decisoes durante o conflito. Este estudo investigou a influencia da inteligencia emocional na gestao de conflito em sala de aula, dando suporte conceitual e evidencia factual sobre a relacao manifesta entre os dois constructos na relacao professor-aluno(s). Foi objetivo desta investigacao conhecer qual a influencia da inteligencia emocional do professor na gestao do conflito, em sala de aula. Analisou-se ainda a relacao entre algumas variaveis pessoais e profissionais dos professores com a sua inteligencia emocional. Foram usados os instrumentos: o Questionario de Inteligencia Emocional do Professor, o Rahim Organizational Conflict Inventory II - Portuguese Version in School Context, e uma Ficha de Dados Pessoais e Profissionais, numa amostra constituida por 745 professores dos ensinos basico e secundario, de Portugal. Utilizando a tecnica de modelacao de equacoes estruturais, os resultados indicaram que os professores que tendem a ter niveis mais elevados de inteligencia emocional utilizam estrategias de gestao de conflito mais integrativas e de compromisso, gerindo o conflito em sala de aula de modo construtivo. Face aos resultados encontrados, considera-se a importância do desenvolvimento de praticas pedagogicas, ao longo da formacao academica, que valorizem a dimensao emocional do futuro professor, pelos beneficios que apresenta na gestao de conflito na relacao professor-aluno(s). |
| Starting Page | 101 |
| Ending Page | 113 |
| Page Count | 13 |
| File Format | PDF HTM / HTML |
| DOI | 10.17979/reipe.2019.6.2.5786 |
| Volume Number | 6 |
| Alternate Webpage(s) | http://revistas.udc.es/index.php/reipe/article/download/reipe.2019.6.2.5786/g5786_pdf |
| Alternate Webpage(s) | https://doi.org/10.17979/reipe.2019.6.2.5786 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
