As relações entre as medidas de habilidades sociais do professor do ensino fundamental II e seu desempenho social em sala de aula

• Autor(a) principal: Meireles, Regina Maria
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15295
• topic: Social skills; Assertivity; Empathy; Social educational skills; Assertividade; Empatia; Habilidades sociais educativas; Habilidades sociais; Professores e alunos; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

The actual concept of a social skilled behavior should include the ability of the individual to obtain self-satisfaction and, at the same time, to develop and keep mutual beneficial and sustainable relationships. In the educational field, a growing worry of parents, school principals and teachers is identified related to the interpersonal development of their students in order to reduce conflicts, to increase the quality of relationships among students and to help the learning process. Therefore, it is necessary that the teacher dedicates him/herself to develop his/her own interpersonal abilities in order to be able to help the student social and intellectual development as well. According to these findings, it becomes relevant to identify which social skills of the teachers are more related with his/her performance in class. Eight teachers and two elementary (from the 6 to the 9 grade) students from Instituto Nossa Senhora Auxiliadora in Rio took part in this research students. They were between 24 and 50 years old. Other 198 eleven to fifteen-year-old teenagers also participated in it, 100 male students and 98 female ones. The social performance of the teachers was both evaluated by themselves and by their students through the Teacher s Social Performance Questionnaire. The teachers also answered the Social Skills Inventory and the Empathy Inventory. The results of self-relate measurement point to levels of assertiveness and of empathy above the average in most teachers of this sample, especially in factors related to: self-affirmation with risk; conversation and social development; self-exposure to unknown people and new situations; self- control of aggressiveness; perspective taking; flexibility; altruism and affective sensitiveness. The measurement of the teachers social performance was satisfactory, not only from the teachers , but also from the students perspective. However, the teachers evaluations results were more favorable than the ones done by the students. Besides that, based in the students evaluation, only four teachers showed both empathic and assertive behavior. These results indicate the need to develop training programs in social educational abilities.