Authors
Advisor(s)
Abstract(s)
O trabalho que desenvolvemos, tendo sido
implementado na região de Viseu, tem como principal
objetivo avaliar a Inteligência Emocional de Professores de
Educação Especial que trabalham com crianças e jovens
portadoras de deficiência em Escolas públicas e privadas do
Ensino Básico e Secundário.
Nesta perspetiva, pretende-se perceber quais as
variáveis que podem influenciar a Inteligência Emocional dos
docentes de Educação Especial, para que, deste modo,
possamos compreender a importância do desenvolvimento
deste conceito na autogestão das emoções e na construção de
relações inter e intrapessoais, que levem a uma maior eficácia
destes profissionais dentro da escola.
Trata-se de um estudo transversal, correlacional e
descritivo.
Aplicámos uma Escala, o “EQ-map”, que nos
permitiu avaliar o Quociente Emocional de um grupo de
professores especializados de Educação Especial nas áreas
mental-motora, visual e auditiva. Fizemos também entrevistas
com o objetivo de perceber quais as perceções que os
Professores de Educação Especial têm sobre a Inteligência
Emocional.
Os nossos principais resultados revelam que a
Inteligência Emocional dos participantes do nosso estudo se
situa maioritariamente em níveis de vulnerabilidade e a
necessitar de atenção. Verificámos ainda que varia
negativamente com as Ocorrências de Vida e a Saúde em
Geral, e, positivamente, com a Qualidade de Vida, Satisfação
de Vida, Quociente de Relacionamento e Desempenho Ótimo.
The work we developed in Viseu has as main goal to evaluate the Emotional Intelligence of the Special Education Teachers, who work with handicapped children and teenagers in Public Basic and Secondary Schools. This perspective aims to understand which variables can influence the Emotional Intelligence of Special Education Teachers. This way we can understand the importance of developing this concept in self-management of emotions and in the construction of inter and intra personal relationships, leading to a greater effectiveness of these professionals within the school. This is a transversal, correlational and descriptive study. We apply a scale, the “EQ-map ", which allowed us to evaluate the Emotional Quotient of a group of teachers in Special Education specializing in mental and motor areas, visual and hearing impaired. We also did interviews with the aim of understand the perceptions that the Special Education Teachers have on Emotional Intelligence and the results are in line with those found by the questionnaire. Our main results show that Emotional Intelligence in our sample is located mostly in vulnerability levels and need for attention, which varies inversely with Life Occurrences and General Health and positively with the Quality Life and Satisfaction, Relationship Quotient and Optimal Performance.
The work we developed in Viseu has as main goal to evaluate the Emotional Intelligence of the Special Education Teachers, who work with handicapped children and teenagers in Public Basic and Secondary Schools. This perspective aims to understand which variables can influence the Emotional Intelligence of Special Education Teachers. This way we can understand the importance of developing this concept in self-management of emotions and in the construction of inter and intra personal relationships, leading to a greater effectiveness of these professionals within the school. This is a transversal, correlational and descriptive study. We apply a scale, the “EQ-map ", which allowed us to evaluate the Emotional Quotient of a group of teachers in Special Education specializing in mental and motor areas, visual and hearing impaired. We also did interviews with the aim of understand the perceptions that the Special Education Teachers have on Emotional Intelligence and the results are in line with those found by the questionnaire. Our main results show that Emotional Intelligence in our sample is located mostly in vulnerability levels and need for attention, which varies inversely with Life Occurrences and General Health and positively with the Quality Life and Satisfaction, Relationship Quotient and Optimal Performance.
Description
Keywords
Inteligência emocional Professores de educação especial Escola inclusiva
Citation
Campos, Sofia & Martins, Rosa (2012). A Inteligência Emocional em Professores de Educação Especial da Região de Viseu. Millenium, 43 (junho/dezembro). Pp. 7-28.