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Abstract(s)
O presente estudo teve como objetivo geral conhecer as características da inteligência emocional que norteiam a ação do diretor de escola e que perspetivas têm os professores e os assistentes operacionais relativamente à forma como é levada a cabo a liderança. Foi utilizada uma metodologia de natureza quantitativa, que consistiu na aplicação da Escala de Inteligência Emocional de Moreno (2012) a uma amostra constituída por 131 sujeitos: 3 diretores de escola, 100 professores e 28 assistentes operacionais. Os resultados obtidos apresentam os 3 diretores com consciência de que estão na posse das competências emocionais (pessoais e sociais) para o desempenho do cargo. Para os restantes grupos, professores e assistentes operacionais, o expectável nem sempre é verificado, apesar do reconhecimento de inúmeras características de inteligência emocional, os seus diretores não a manifestam sempre.
The investigation issue of the current study is the research about the profile of the school head teacher and the importance of emotional skills. Its general purpose is to assess the inherent characteristics to emotional intelligence which guide the actions of the school headteacher and the perspectives that teachers and operational assistants have, regarding the way how his/her management is carried out. The methodology used was both of qualitative and quantitative nature. The method used to collect quantitative data was a questionnaire with sociodemographic characterization and Emotional Intelligence Scale designed by Moreno, C. (2012). The qualitative approach was based on the semi - structured interview. The sample comprises 131 subjects – 3 school head teachers, 100 teachers and 28 school operational assistants. The results show that the three head teachers are perfectly aware of their emotional skills (personal and social) to perform their duty, although they have differences in their performance and have diversified styles. In the other groups – teachers and operational assistants - the expected result can’t always be confirmed. In spite of the recognition of their innumerable characteristics of emotional intelligence, head teachers do not always meet their expectations.
The investigation issue of the current study is the research about the profile of the school head teacher and the importance of emotional skills. Its general purpose is to assess the inherent characteristics to emotional intelligence which guide the actions of the school headteacher and the perspectives that teachers and operational assistants have, regarding the way how his/her management is carried out. The methodology used was both of qualitative and quantitative nature. The method used to collect quantitative data was a questionnaire with sociodemographic characterization and Emotional Intelligence Scale designed by Moreno, C. (2012). The qualitative approach was based on the semi - structured interview. The sample comprises 131 subjects – 3 school head teachers, 100 teachers and 28 school operational assistants. The results show that the three head teachers are perfectly aware of their emotional skills (personal and social) to perform their duty, although they have differences in their performance and have diversified styles. In the other groups – teachers and operational assistants - the expected result can’t always be confirmed. In spite of the recognition of their innumerable characteristics of emotional intelligence, head teachers do not always meet their expectations.
Description
Keywords
Inteligência emocional Gestão eficaz Gestão escolar Liderança escolar Escola de sucesso Emotional intelligence Effective management School management School leadership School of success