Influencia de la inteligencia emocional en la gestión del conflicto en la relación profesor-alumno(s)

Palabras clave: inteligencia emocional, gestión de conflictos, relación docente-estudiantes

Resumen

O aperfeiçoamento das capacidades da inteligência emocional auxilia o professor a gerir as solicitações emocionais em sala de aula, sendo fundamental para encontrar a ordem e o equilíbrio na orientação das decisões durante o conflito. Este estudo investigou a influência da inteligência emocional na gestão de conflito em sala de aula, dando suporte conceitual e evidência factual sobre a relação manifesta entre os dois constructos na relação professor-aluno(s). Foi objetivo desta investigação conhecer qual a influência da inteligência emocional do professor na gestão do conflito, em sala de aula. Analisou-se ainda a relação entre algumas variáveis pessoais e profissionais dos professores com a sua inteligência emocional. Foram usados os instrumentos: o Questionário de Inteligência Emocional do Professor, o Rahim Organizational Conflict Inventory II - Portuguese Version in School Context, e uma Ficha de Dados Pessoais e Profissionais, numa amostra constituída por 745 professores dos ensinos básico e secundário, de Portugal. Utilizando a técnica de modelação de equações estruturais, os resultados indicaram que os professores que tendem a ter níveis mais elevados de inteligência emocional utilizam estratégias de gestão 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 práticas pedagógicas, ao longo da formação académica, que valorizem a dimensão emocional do futuro professor, pelos benefícios que apresenta na gestão de conflito na relação professor-aluno(s).

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Publicados
2019-11-10
Cómo citar
Valente, S. (2019). Influencia de la inteligencia emocional en la gestión del conflicto en la relación profesor-alumno(s). Revista De Estudios E Investigación En Psicología Y Educación, 6(2), 101-113. https://doi.org/10.17979/reipe.2019.6.2.5786
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