Adaptação e validação da escala de gestão de conflitos entre professores-alunos

Valente, Sabina; Monteiro, Ana Paula; Lourenço, Abílio Afonso

doi:10.17979/reipe.2017.0.02.2512

Cited by 5 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Conflict management strategies were measured with the Rahim Organizational Conflict Inventory-II-Portuguese Version in School Context (ROCI-II-PViSC; Valente et al, 2017), resulting from the adaptation and validation of Rahim Organizational Conflict Inventory-II, form B (ROCI-II; Rahim, 1983). ROCI-II-PViSC includes 28 items distributed among five subscales: (a) Integrating, seven items (e.g., In a difficulty working with a student, I try to analyze the situation with him to find a solution acceptable to both); (b) Obliging, six items (e.g., Faced with a work problem, I usually try to meet the needs of my student); (c) Dominating, five items (e.g., In a problematic situation with a student, I usually stand firm to seek to impose my point of view); (d) Avoiding, six items (e.g., I try not to disagree with students); and (d) Compromising, four items (e.g., In facing work problems, I try to reach agreements with my students).…”

Section: Conflict Management Strategiesmentioning

confidence: 99%

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Valente

Lourenço

2020

Front. Educ.

Self Cite

View full text Add to dashboard Cite

Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers' emotional intelligence influences conflict management in the classroom. Since much more needs to be learned about how teachers' emotional skills related to classroom practice, this research has emerged, and the purpose went to examine how teachers' emotional intelligence influences classroom conflict management. Moreover, the relationship between gender, teaching experience, and academic training with teachers' emotional intelligence was also analyzed. The sample comprised of 382 Portuguese teachers. 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 inquiry were been used as instruments. Structural equation modeling showed that teachers who tend to have higher levels of emotional intelligence employ more integrating and compromising strategies for conflict management, therefore constructively managing conflict in the classroom. In light of these findings, emotional skill programs should be included in teachers' academic training to promote their emotional intelligence and give them tools to constructively manage classroom conflict.

show abstract

Section: Conflict Management Strategiesmentioning

confidence: 99%

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Valente

Lourenço

2020

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…(ROCI-II-PViSC; Valente et al, 2017): Consisting of 28 items, distributed over five dimensions, to which the corresponding Cronbach alphas are associated, namely: (a) Integrating, with seven items (ɑ = .87; e.g., Faced with difficulty in working with a student, I try to analyze the situation with him to find a solution acceptable to both); (b) Obliging, with six items (ɑ = .75; e.g., Facing a work problem, I usually try to satisfy my student's needs); (c) Dominating, with five items (ɑ = .83; e.g., Faced with a problematic situation with a student, I generally show myself to try to impose my point of view); (d) Avoiding, with six items (ɑ = .75; e.g., I try not to show disagreement with students) and; (e) Compromising, with four items (ɑ = .81; e.g., Facing work problems, I try to reach agreements with my students). A 5-point Likert-type scale was used, from totally disagree (1) to totally agree (5).…”

Section: Rahim Organizational Conflict Inventory II -Portuguese Versi...mentioning

confidence: 99%

The teachers' personality factors on classroom conflict management

Lourenço¹,

Valente

Domínguez-Lara

et al. 2023

REIFOP

View full text Add to dashboard Cite

The study aimed to understand the predictive impact of the five factors of teachers' personalities (neuroticism, extroversion, openness to experience, agreeableness, and responsibility) on conflict management in the classroom. The variables of gender, service time and academic training of teachers were also studied when they were related to personality dimensions. The NEO-Five Factors Inventory, the Rahim-II Organizational Conflict Inventory -Portuguese Version in the School Context, and a personal and professional data sheet were used as instruments, in a sample of 659 basic education teachers in Portuguese schools. Using a structural equation model, the results showed an association between all the variables under study. Neuroticism and responsibility are the best predictors of conflict management. The female gender is the one that presents the best results in all dimensions of personality. Teachers with more academic training showed less neuroticism, but were more extroverted, open to experience, agreeable, and responsible, and those with more seniority showed less neuroticism, extraversion, openness to experience, and agreeable. These results will constitute a mobilizing engine of more substantive pedagogical practices for the advancement of education. El estudio tuvo como objetivo comprender el impacto predictivo de los cinco factores de la personalidad de los docentes (neuroticismo, extroversión, apertura a la experiencia, amabilidad y responsabilidad), en el manejo de conflictos en el aula. También se estudiaron las variables género, tiempo de servicio y formación académica de los docentes cuando se relacionaron con dimensiones de personalidad. Se utilizaron como instrumentos el NEO-Inventario de Cinco Factores, el Inventario de Conflicto Organizacional de Rahim-II - Versión Portuguesa en el Contexto Escolar y una ficha de datos personales y profesionales, en una muestra de 659 profesores de educación básica en escuelas portuguesas. Utilizando un modelo de ecuaciones estructurales, los resultados mostraron una asociación entre todas las variables en estudio. El neuroticismo y la responsabilidad son los mejores predictores de la gestión de conflictos. El género femenino es el que presenta mejores resultados en todas las dimensiones de la personalidad. Los docentes con mayor formación académica mostraron menos neuroticismo, pero eran más extrovertidos, abiertos a la experiencia, agradables y responsables, y los de mayor antigüedad mostraron menos neuroticismo, extraversión, apertura a la experiencia y amabilidad. Estos resultados constituirán un motor movilizador de prácticas pedagógicas más sustantivas para el avance de la educación.

show abstract

“…Rahim Organizational Conflict Inventory II -Portuguese Version in School Context (ROCI-II-PViSC; Valente, Monteiro & Lourenço, 2017): Instrumento constituído por 28 itens relativos às estratégias adotadas perante o conflito, em sala de aula. As respostas foram avaliadas numa escala tipo Likert de 5 pontos, de 1 (discordo totalmente) a 5 (concordo totalmente).…”

Section: Instrumentosunclassified

Questionário de inteligência emocional do professor: adaptação e validação do “Emotional Skills and Competence Questionnaire”

Valente¹,

Lourenço²

2020

R Est Inv Psico y Educ

Self Cite

View full text Add to dashboard Cite

A inteligência emocional tem motivado um interesse progressivo no domínio da educação. No entanto, não tem sido suficientemente investigada em professores. Como tal, este estudo teve por objetivo adaptar e validar o Emotional Skills and Competence Questionnaire (ESCQ) para professores portugueses. O ESCQ constitui um instrumento de autorrelato da inteligência emocional, tendo por base o modelo teórico de Mayer e Salovey (1997). A amostra foi constituída por 958 professores dos ensinos básicos e secundário. Foram administrados os seguintes questionários: Questionário de Inteligência Emocional do Professor (QIEP), e o Rahim Organizational Conflict Inventory-II– Portuguese Version in School Context (ROCI-II-PViSC). A análise estatística incluiu a técnica de modelação de equações estruturais, tendo por suporte o SPSS/AMOS 25. Desta adaptação e validação resultou o QIEP, um instrumento de avaliação da inteligência emocional para professores. Os resultados da análise fatorial confirmatória demonstram o ajustamento da estrutura fatorial original. O QIEP apresentou um coeficiente de confiabilidade robusto e as diversas características psicométricas evidenciaram a adequada validade e fiabilidade do instrumento. Em conclusão, os resultados deste estudo fornecem evidências de que o QIEP pode ser usado como instrumento para avaliar a inteligência emocional dos professores, no contexto português, podendo ser usado em futuros estudos e práticas educativas.

show abstract

Adaptação e validação da escala de gestão de conflitos entre professores-alunos

Cited by 5 publications

References 6 publications

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

Conflict in the Classroom: How Teachers’ Emotional Intelligence Influences Conflict Management

The teachers' personality factors on classroom conflict management

Questionário de inteligência emocional do professor: adaptação e validação do “Emotional Skills and Competence Questionnaire”

Contact Info

Product

Resources

About