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Intelligenza emotiva dell’insegnante e relazione insegnante-alunno nella scuola primaria. Uno studio esplorativo

DOI
https://doi.org/10.3280/rip2024oa18870
Inviata
20 novembre 2024
Pubblicato
28-11-2024

Abstract

Questo studio ha lo scopo di indagare il ruolo dell’intelligenza emotiva di docenti di scuola primaria, nella qualità della relazione insegnante-studente. La novità di questo lavoro consiste nell’uso di metodologie diversificate per dare voce sia agli insegnanti sia agli alunni allo scopo di indagare il nesso tra intelligenza emotiva dei docenti e la qualità della relazione insegnante-studente. In particolare, ai docenti sono stati somministrati due questionari self report mentre con gli alunni (età media 8,67; DS=.59) è stato utilizzato lo strumento del disegno. Si tratta, in particolare, di un primo studio esplorativo condotto su un piccolo campione composto da 6 insegnanti di classi terze e quarte e da 79 bambini. I risultati, ottenuti dai questionari e dai disegni, mettono in evidenza che le insegnanti con livelli di EI più alti hanno anche migliori relazioni con gli studenti. Invece confrontando il punto di vista di docenti e alunni sulla loro relazione si evidenzia una correlazione moderata.

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