A relação da inteligência emocional dos professores com a eficácia pedagógica e os traços de personalidade
Resumo
O estresse psicoemocional no ambiente educacional levanta a questão do desenvolvimento das competências emocionais dos professores como um fator de realização profissional bem-sucedida. O objetivo do estudo foi identificar os principais fatores e mecanismos de influência da inteligência emocional na eficácia da atividade pedagógica para criar um sistema diferenciado para o desenvolvimento das competências emocionais dos professores. Foi realizado um estudo empírico com 150 professores de Kosovo (distrito de Pristina) usando um conjunto de métodos empíricos e análise qualitativa de entrevistas semiestruturadas. Houve uma vantagem estatisticamente significativa dos professores do ensino fundamental em termos de inteligência emocional (M = 138,7) em relação aos professores do ensino médio (M = 131,2), com as maiores diferenças na capacidade de perceber emoções (t = 3,45; p = 0,001) e gerenciar os estados emocionais dos outros (t = 3,12; p = 0,002). Foram identificados três perfis tipológicos de inteligência emocional: empático (31,4%), racional (42,9%) e misto (25,7%). Foi encontrada uma relação não linear entre o tempo de serviço e o nível de competência emocional, com indicadores ideais no grupo de 10 a 20 anos. Os principais preditores da inteligência emocional são a abertura a novas experiências (β = 0,45), a extroversão (β = 0,40) e a conscienciosidade (β = 0,30). O modelo proposto para o desenvolvimento da inteligência emocional dos professores integra componentes de avaliação, conteúdo, procedimento e avaliação de desempenho que fornecem uma abordagem sistemática para a formação das competências emocionais dos professores. Com base no modelo, foi desenvolvido um programa de três níveis com métodos diferenciados para professores com diferentes perfis psicológicos. A introdução desse sistema no treinamento profissional e no treinamento em serviço dos professores aumentou a estabilidade psicoemocional, otimizou a interação pedagógica e melhorou a eficácia geral do processo educacional.
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