Ecological ICMS: environmental policy for the sustainable development of Rondônia
Emotional competence in teaching is a topic of great interest today, since it is extremely important for teachers to feel good about the tasks assigned to them in terms of work, and it is also very important for them to be emotionally successful in carrying them out efficiently. Due to the context o...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Sindicato das Secretárias do Estado de São Paulo (SINSESP) |
| Repositorio: | GeSec |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.revistagesec.org.br:article/3476 |
| Acceso en línea: | https://ojs.revistagesec.org.br/secretariado/article/view/3476 |
| Access Level: | acceso abierto |
| Palabra clave: | Emotional Competence Teachers COVID-19 Educational Organizations Well-Being |
| Sumario: | Emotional competence in teaching is a topic of great interest today, since it is extremely important for teachers to feel good about the tasks assigned to them in terms of work, and it is also very important for them to be emotionally successful in carrying them out efficiently. Due to the context of the COVID-19 Pandemic that we are all experiencing there have been several modifications to which the teachers had to adjust to provide good learning to the students and this is the reason for the conduct of this study, so the objective of this research is to know the emotional competence profile of the teachers of the Schools Groupings of the capital of Bragança district in the context of the COVID-19 Pandemic, making use of an anonymous and confidential questionnaire applied to the teachers of the Groupings of the capital of Bragança, divided into two parts: the first part, contemplating variables of sociodemographic and professional characterization and a second part consisting of "Scaling" the Veiga de Competência Emocional (EVCE) (Veiga-Branco, 2005, 2011, 2015, 2016, 2017, 2018). The results obtained show that there is no influence of sociodemographic or professional variables on the emotional competence profile of the teachers or on the dimensions of it. |
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