ABSTRACT
The study evaluated the effects of a Social and Educational Skills Program on the repertoire of social skills, educational social skills, and self-efficacy beliefs in teachers. Participants included 45 teachers who taught at the final grades of elementary school, in public schools in the state of Rio de Janeiro. Participants were allocated by convenience into 2 groups: intervention (n=22) and control (n=23). The program consisted of 10 meetings, with pre-test and post-test measures. The teachers responded to the following instruments: Social Skills Inventory, Educational Social Skills Inventory-teacher, Teacher Self-Efficacy Scale, and Socioeconomic Questionnaire. Results indicated that the intervention promoted the repertoire of social and educational skills of teachers and increased teaching self-efficacy beliefs. It was concluded that the intervention showed some indicators of efficacy, signaling the interpersonal development of the educators. Future research should include accompanying measures and experimental design (AU).
O estudo avaliou os efeitos de um Programa de Habilidades Sociais e Educativas no repertório de habilidades sociais, habilidades sociais educativas e nas crenças de autoeficácia docente. Participaram do estudo 45 professores que lecionavam nos anos finais do Ensino Fundamental, em escolas públicas no Estado do Rio de Janeiro. Os participantes foram alocados por conveniência em dois grupos: intervenção (n = 22); controle (n = 23). O programa foi composto por 10 encontros, com medidas de pré-teste e pós-teste. Os professores responderam aos instrumentos: Inventário de Habilidades Sociais, Inventário de Habilidades Sociais Educativas-professor, Escala de Autoeficácia Docente e Questionário Socioeconômico. Os resultados indicaram que a intervenção promoveu o repertório de habilidades sociais e educativas dos professores e aumentou as crenças de autoeficácia docente. Conclui-se que a intervenção evidenciou alguns indicadores de efetividade, sinalizando o desenvolvimento interpessoal dos educadores. Futuras pesquisas deverão incluir medidas de seguimento e delineamento experimental (AU).
El estudio evaluó los efectos de un programa de habilidades sociales y educativas sobre el repertorio de habilidades sociales educativas y las creencias de autoeficacia de los profesores. El estudio incluyó a 45 profesores que enseñaban en los últimos años de la Educación Primaria en escuelas públicas del Estado de Río de Janeiro. Los participantes fueron asignados por conveniencia en dos grupos: intervención (n=22); control (n=23). El programa se compuso por 10 reuniones, con medidas pre test y post test. Los docentes respondieron a los instrumentos: Inventario de Habilidades Sociales; Inventario de Habilidades Sociales Educativas-docente; Escala de Autoeficacia Docente; Cuestionario Socioeconómico. Los resultados indicaron que la intervención promovió el repertorio de habilidades sociales y educativas de los docentes y aumentó las creencias de autoeficacia docente. Se concluye que la intervención evidenció algunos indicadores de efectividad, señalando el desarrollo interpersonal de los educadores. Futuras investigaciones deben incluir medidas de seguimiento y diseño experimental (AU).
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Self Efficacy , Education, Primary and Secondary , Social Skills , School Teachers/psychology , Surveys and QuestionnairesABSTRACT
A participação da família na rotina educacional dos filhos pode trazer benefícios para todos os sujeitos envolvidos nesse processo e para a gestão escolar. O estudo buscou compreender as concepções de mães e pais de alunos do Ensino Fundamental acerca da competência social dos professores dos filhos. Participaram oito mães e oito pais, cada metade de escolas públicas e privadas. Uma entrevista semiestruturada foi realizada individualmente com cada participante. Os dados coletados foram analisados através do software IRAMUTEQ. Os resultados indicaram similaridades entre as concepções dos dois grupos ao demonstrar a expectativa de que os comportamentos dos docentes sejam favoráveis a interação dos alunos, promovam sua aprendizagem, ofereçam apoio em suas dificuldades e permitam uma correção disciplinar adequada. As diferenças foram que os pais aparentaram ter uma visão mais distanciada do universo educacional, levando-os a apresentar concepções mais preocupadas acerca dos comportamentos dos professores em relação aos resultados das mães (AU).
The family's participation in the children's educational routine can bring benefits to all subjects involved in this process and to school management. The study sought to understand the conceptions of mothers and fathers of elementary school students about the social competence of their children's teachers. Eight mothers and eight fathers participated, each half from public and private schools. A semistructured interview was conducted individually with each participant. The collected data were analyzed using the IRAMUTEQ software. The results indicated similarities between the expectations of the two groups when demonstrating the expectation that the teachers 'behaviors are favorable to the students' interaction, promote their learning, offer support in their difficulties, and allow an adequate disciplinary correction. The differences were that the parents appeared to have a more distant view of the educational universe, leading them to present more concerned conceptions about the teachers' behavior in relation to the mothers' results (AU).
La participación de la familia en la rutina educativa de los niños puede aportar beneficios a todas las materias involucradas en este proceso y a la gestión escolar. El estudio buscó comprender las concepciones de madres y padres de estudiantes de primaria sobre la competencia social de los maestros de sus hijos. Participaron ocho madres y ocho padres, cada uno de ellos de escuelas públicas y privadas. Se realizó una entrevista semiestructurada individualmente con cada participante. Los datos recopilados se analizaron utilizando el software IRAMUTEQ. Los resultados indicaron similitudes entre las expectativas de los dos grupos al demostrar la expectativa de que los comportamientos de los maestros son favorables a la interacción de los estudiantes, promueven su aprendizaje, ofrecen apoyo en sus dificultades y permiten una corrección disciplinaria adecuada. Las diferencias fueron que los padres parecían tener una visión más distante del universo educativo, lo que los llevó a presentar concepciones más preocupantes sobre el comportamiento de los maestros en relación con los resultados de las madres (AU).
Subject(s)
Humans , Male , Female , Parents , Schools , Education, Primary and Secondary , Social Skills , School Teachers , Students , Behavior , Interpersonal RelationsABSTRACT
Resumo No processo ensino-aprendizagem, a sala de aula é afetada por conflitos interpessoais. Isso exige que o professor lide com situações difíceis durante grande parte do tempo de aula. Este estudo visou construir indicadores de criticidade associando o grau de desconforto emocional, a frequência e a probabilidade de ocorrência de habilidades sociais educativas diante de situações interpessoais consideradas difíceis em sala de aula. Participaram 200 professores do Ensino Fundamental de escolas públicas e privadas. O inventário contou com 19 itens. Foram encontradas sete situações pouco críticas, oito moderadas e quatro muito críticas. Esses resultados podem levar à discussão de como os professores lidam com essas situações e o quanto são capacitados a exercer sua profissão com competência social.
Abstract During the teaching-learning process, the classroom is affected by interpersonal conflicts. This requires the teacher to deal with difficult situations for much of the class time. In this context, this study aimed to construct indicators of criticality by associating frequency of occurrence, degree of emotional discomfort and probability of occurrence of educational social skills in the face of interpersonal situations considered difficult to class. 200 teachers from public and private schools attended. The inventory had 19 items. There were seven uncritical situations, eight moderate and four very critical. These results may lead to a discussion of how teachers deal with these situations and how well they are able to exercise their profession with social competence.
ABSTRACT
RESUMEN Objetivo: Describir la importancia de la enfermera escolar según la percepción de los funcionarios de colegios básicos de una provincia al sur de Chile. Material y Método: Estudio cuantitativo, descriptivo, transversal que, a partir de un universo de 169 funcionarios de 5 colegios públicos y privados, obtuvo una muestra de 126 (75%) personas quienes, posterior a dar su consentimiento informado, respondieron el instrumento "Percepción de la importancia de la enfermera escolar", desde la perspectiva de sus funciones asistenciales, educativas, investigativas, administrativas y de gestión. La investigación fue aprobada por el Comité de ética de la Universidad Adventista de Chile. Resultados: El 94% de los funcionarios refieren que es importante la enfermera escolar para actuar en emergencias ocurridas durante el horario escolar; un 93,5% percibe que la enfermera es indispensable para atender en primeros auxilios; un 92,25% cree que los padres estarán tranquilos al saber que hay un profesional de salud en la escuela y un 91,75% dice que el profesional de enfermería puede educar al alumnado sobre infecciones de transmisión sexual. Conclusión: Según los funcionarios de los colegios, la presencia de una enfermera escolar es importante y debiera estar presente para mantener la salud de los estudiantes.
ABSTRACT Objective: To describe the importance of the school nurse as perceived by school staff members of elementary schools from a province south Chile. Materials and Methods: Quantitative, descriptive, cross-sectional study, using a sample of 126 (75%) participants from a population of 169 school staff members of 5 public and private schools. After giving informed consent, the participants answered the instrument "Perception of the importance of the school nurse", from the perspective of their caregiving, educational, research and management functions. The research was approved by the Ethics Committee of the Chilean Adventist University. Results: 94% of school staff members indicate that the school nurse is important when acting in emergencies during school hours; 93.5% consider that the school nurse is vital when it comes to providing first aid; 92.25% believe that parents feel reassured when there is a health professional in the school, and 91.75% say that nurses can educate students on sexually transmitted infections. Conclusion: According to school staff members, the presence of a school nurse is important and should be promoted for maintaining student's health.
RESUMO Objetivo: Descrever a importância da enfermeira escolar de acordo com a percepção dos funcionários da escola básica de uma província sul do Chile. Material e Método: Estudo quantitativo, descritivo, transversal que, de um universo de 169 funcionários de 5 escolas públicas e privadas, obteve uma amostra de 126 (75%) pessoas que, depois de dar o consentimento informado, responderam ao instrumento "Percepção da importância da enfermeira escolar", na perspectiva de suas funções assistenciais, educacionais, de pesquisa, administrativas e gerenciais. A pesquisa foi aprovada pelo Comité de Ética da Universidade Adventista do Chile. Resultados: 94% dos funcionários relata que a enfermeira escolar é importante para atuar em emergências durante o horário escolar; 93,5% percebe que a enfermeira é indispensável para o atendimento de primeiros socorros; 92,25% acredita que os pais ficam calmos sabendo que existe um profissional de saúde na escola e 91,75% diz que o profissional de enfermagem pode educar os alunos sobre infecções sexualmente transmissíveis. Conclusão: Segundo os funcionários da escola, a presença de uma enfermeira escolar é importante e deve estar presente para manter a saúde dos alunos.
Subject(s)
Humans , Schools , Nurses/statistics & numerical data , Chile , Nursing/statistics & numerical data , Health Personnel/statistics & numerical data , First AidABSTRACT
Resumen Según el DSM-IV un niño que emite "a menudo" seis de 18 conductas debe etiquetarse con TDAH. Los maestros generalmente reportan la frecuencia de emisión "anormal". El estudio averiguó la frecuencia de emisión de conductas del TDAH por niños "normales". Maestros de primaria (N = 113) señalaron la frecuencia (0 = nunca; 3 = muy frecuentemente) con la que un niño "normal" emite en clase las conductas del TDAH incluidas en el DSM-IV. Según el 25.7% de los maestros, los niños normales emiten frecuentemente (más de cuatro veces por hora) seis o más conductas del TDAH. Las características sociodemográficas de los maestros y variables del contexto escolar se relacionaron con la frecuencia considerada como normal. Se concluyó que las conductas del TDAH son emitidas muy frecuentemente en clase por los niños normales. El juicio sobre si dicha frecuencia es o no anormal dependerá del subgrupo al que pertenecen los maestros. Por tanto, una misma conducta puede juzgarse como anormal por un maestro y como normal por otro. Los resultados son congruentes con la aproximación psicológica a la conducta anormal que postula que cada observador juzgará como normal o anormal una conducta conforme su propio criterio, determinado por factores culturales.
Abstract According to the DSM-IV a child that "often" emits at least six of 18 behaviors should be diagnosed with ADHD. Generally teachers are the first to report the "abnormal" frequency of behaviors of their students. The study aimed at determining the frequency of emission of ADHD behaviors by a "normal" student during class hours. Elementary school teachers (N = 113) reported in a 4-point scale (0 = never; 3 = very frequently) the frequency with which a "normal" child emits in class the ADHD behaviors included in the DSM-IV. Results showed that according to 25.7% of the teachers, "normal" children emit frequently (i.e., more than four times per hour) six or more ADHD behaviors. Results also showed that the sociodemographic characteristics of the teachers and school-situational variables were related to the frequency of a beha vior that was deemed as normal. It was concluded that ADHD behaviors are emitted quite frequently by normal children du ring class hours. The judgment on whether that frequency is or not normal will depend of the subgroup to which each teacher belongs. Thus, a same behavior could be judged as normal by one teacher and as abnormal by another. The results are in accordance with the psychological approximation to abnormal behavior that states that each observer will judge a behavior as normal or as abnormal according to his/her own criteria determined by cultural standards.
ABSTRACT
El objetivo de la investigación fue obtener evidencias de las propiedades psicométricas de las puntuaciones derivadas de aplicar la escala de deseabilidad social de Marlowe y Crowne a una población de 28 972 docentes de segundo grado de primaria evaluada en el Perú, la cual estuvo conformada por distintos estratos, como el tipo de gestión (74% estatales y 26% no estatales) y la ubicación geográfica (urbana 65% y rural 35%). Los análisis psicométricos se realizaron en dos muestras de 5000 casos cada una, con características similares a la población. Además, se describe y comparan la deseabilidad social de los docentes. Los resultados permitieron obtener evidencias de validez vinculadas a la estructura interna del instrumento aplicando análisis factoriales exploratorios y confirmatorios que apoyaron la unidimensionalidad del instrumento. Para analizar la confiabilidad del instrumento se evaluaron los modelos de medición, y se notó que el congenérico era el que mejor caracterizaba a los ítems, por ello se calculó la confiabilidad a través de los coeficientes omega que alcanzaron valores entre .83 y .87, adicionalmente se incluyeron los intervalos de confianza, los errores estándar de medición, los baremos por rangos percentilares. Para realizar las comparaciones de los puntajes de la DS por estrato se analizó la invarianza del instrumento, encontrándose que no se observaron diferencias estadísticas significativas.
The objective of the research was to gather evidence of the psychometric properties of the scores derived from the MarloweCrowne Social Desirability Scale applied to a population of 28 972 second-grade elementary school teachers in Peru, considering different strata, such as management type (public sector 74% and private sector 26%) and geographic location (urban 65% and rural 35%). Psychometric analyses were developed in two samples of 5000 cases each, with similar characteristics to those of the study population. In addition, social desirability of the teachers was described and compared. The results allowed to gather validity evidence linked to the internal structure of the instrument by applying exploratory and confirmatory factor analyses that supported the unidimensionality of the instrument. In order to analyze the reliability of the instrument, measurement models were assessed, with the congeneric model being the best option to characterize the items. Therefore, reliability was assessed using omega coefficients that reached values between .83 and .87. Additionally, confidence intervals, standard errors of measurement, and scales based on percentile ranks were included in the research. To compare social desirability scores by stratum, the instrument invariance was analyzed and no significant statistical differences were found.
ABSTRACT
Este artigo objetiva analisar a compreensão que professores que atuam na 8ª série/9º ano do ensino fundamental, de um município localizado na região oeste de Santa Catarina possuem acerca das razões promotoras do bullying no ambiente escolar; a natureza destas razões; como avaliam as manifestações deste problema e quais as estratégias utilizadas pela escola para encaminhar situações de conflito entre os alunos. A base empírica deste artigo é uma pesquisa de cunho exploratório e de natureza qualitativa. Identificaram-se, por parte dos professores pesquisados, alguns conhecimentos em relação ao bullying. Faz-se necessário repensar as matrizes curriculares dos cursos de formação dos futuros professores, articulando conhecimentos científicos e questões práticas que emergem do cotidiano escolar. A compreensão do problema bullying pelos professores terá repercussões na maneira como planejam e realizam suas intervenções no contexto da escola.
This article aims to analyze the teachers understanding about the promoters reasons of bullying in the school environment, how they understand the nature of these reasons, to evaluate the manifestations of this problem and the strategies used by the school to direct conflicts among the students. The interviewed teachers work in grade 8 / 9th grade of elementary school, a municipality located in the western region of Santa Catarina. The empirical basis of this article is an exploratory and qualitative research. They were identified by the surveyed teachers, some knowledge regarding the bullying. It is necessary to rethink the curriculum matrices of training courses for future teachers, linking scientific knowledge and practical issues that emerge from school everyday. Understanding the problem bullying by teachers will affect the way they plan and carry out their activities in the school context.
Este artículo tiene como objetivo analizar la percepción de los maestros que trabajan en el grado 8/9 de la escuela primaria de un municipio situado en la región oeste de Santa Catarina tienen acerca de las razones promotoras del bullying en el ambiente escolar; la naturaleza de estas razones; como evalúan las manifestaciones de este problema y las estrategias utilizadas por la escuela para dirigir los conflictos entre los estudiantes. La base empírica de este artículo es una investigación de carácter exploratorio y cualitativo. Fue identificado, por los profesores investigadores, un poco de conocimiento con relación al bullying. Es necesario repensar las matrices curriculares de los cursos de formación de futuros docentes, vinculando el conocimiento científico y las cuestiones prácticas que emergen de la escuela todos los días. La comprensión del problema del bullying por los profesores afectará la forma como planean y realizan sus intervenciones en el contexto escolar.
Subject(s)
Humans , Male , Female , Schools , Faculty , BullyingABSTRACT
El propósito del estudio fue averiguar la influencia del sexo, edad y clase social de maestros de primaria respecto del Trastorno por Déficit de Atención e Hiperactividad (TDAH), sus causas y como tratarlo. El estudio también averiguó la influencia del grado escolar y del tamaño del grupo que atendían los maestros, así como del tipo de escuela en la que trabajaban. Maestros de primaria (N = 691) señalaron si sabían qué era el TDAH y en caso afirmativo escribieron en qué consiste. También escribieron las conductas que creían emitiría en el salón de clases un niño etiquetado y cómo lo tratarían. Los resultados mostraron que en comparación con sus contrapartes, una proporción mayor de mujeres, de maestros mayores de 43 años, de clase social media, que enseñaban en 5°- 6°, que atendían grupos pequeños y de escuelas privadas dijeron saber qué es el TDAH. Estos mismos maestros consideraron que el TDHA se trata de una enfermedad orgánica, esperarían un peor comportamiento de los niños y estarían más inclinados a etiquetarlos. Los maestros dijeron que emplearían técnicas como sentar al niño etiquetado cerca de ellos para fomentar su atención y disminuir su distracción. Los resultados se discuten contrastando el punto de vista psiquiátrico y el psicológico sobre el concepto de conducta anormal.
The purpose of the study was to determine the influence of sex, age and social class of elementary school teachers on their knowledge about the attention deficit hyperactivity disorder (ADHD). The study also determined the influence of the school grade in which the teachers taught, the size of their group and the kind of school in which they worked. Elementary school teachers (N = 691) mentioned whether they knew what ADHD was and if they did, wrote down their definition of ADHD. Teachers also wrote down the specific behaviors they expected from a child with ADHD and how will they treat that child during their classes. Results showed that compared with their counterparts, a greater percentage of women, teachers older than 43 years, of middle social class, that taught in fifth and sixth grades, that had small groups and that worked in private schools said they knew what ADHD was. Those teachers considered that ADHD has an organic cause, expected children to behave worse and be willing to label their students more often than their counterparts. The majority of teachers said they would use strategies such as sitting a student with ADHD next to them to foster his/her attention and to avoid distractions. Results are discussed contrasting the psychiatric and psychological approximations to abnormal behavior.
ABSTRACT
O exercício da docência é permeado por condições de trabalho adversas, baixos salários, insuficiência de recursos materiais e didáticos, salas numerosas, tensão no relacionamento com os alunos, carga horária de trabalho excessiva, inexpressiva participação no planejamento da instituição e nas políticas institucionais e falta de segurança no ambiente escolar. O presente estudo teve por objetivo comparar a presença de indicadores de burnout em três grupos de professores que atuam no primeiro ciclo do Ensino Fundamental: a) 20 no ensino regular, em turmas sem a inserção de alunos com necessidades educacionais especiais - RSI; b) 20 no ensino regular, em turmas com a inserção de alunos com necessidades educacionais especiais - RCI; c) 20 em salas de recursos - SR. Para a coleta, foi utilizado o Maslach Burnout Inventory -MBI. Na análise de dados, empregou-se o SPSS, versão 13.0, e o Teste de Kruskal-Wallis para comparação dos grupos. Os resultados, que foram organizados em forma de Figuras e Tabelas, revelam que, de maneira geral, os grupos apresentaram relativa similaridade. Entretanto, algumas diferenças foram encontradas. O grupo de professores SR obteve os melhores resultados na avaliação das três escalas do burnout, quando comparado com RSI e RCI, ou seja, com predominância de respostas nos níveis mais baixos de exaustão emocional, altos na diminuição da realização pessoal e baixos para despersonalização. Espera-se que os dados expostos contribuam para a compreensão do burnout em professores do ensino regular com e sem inclusão de alunos com necessidades educacionais especiais, e/ou suscitem novos encaminhamentos de pesquisas.
The practice of teaching is permeated by adverse working conditions, low wages, inadequacy of material and teaching resources, overcrowded classrooms, tension in relationships with the students, excessive work load, lack of safety in the school environment, insignificant participation in institutional planning and in institutional politics. The objective of the present study was to compare burnout among three groups of teachers who work in elementary grades: a) 20 teachers who teach in regular school classrooms without the inclusion of students with special educational needs - RSI Group; b) 20 teachers who teach in the regular classroom with special needs students - RCI Group; c) 20 teachers who teach in resource classrooms (SR Group). The instruments used for data collection were the Maslach Burnout Inventory -MBI. The data was analyzed by SPSS version 13.0 and Kruskal-Wallis test for comparison of the three groups. The results were organized in the form of figures and tables. In general, the results demonstrated that the groups presented relative similarity. The teachers from the SR Group obtained the best results in the evaluation of the three burnout scales when compared to the RSI Group and RCI Group, that is, there was a prevalence of answers in the lower levels of emotional exhaustion, high level of low personal accomplishment and low level for depersonalization. It is hoped that these results contribute to a better understanding of burnout in teachers from regular classrooms with or without students with educational special needs and/or to indicate new directions for investigation.
ABSTRACT
This study was carried out to investigate the perception on nutrition labeling of the processed foods among elementary school teachers in Busan. The survey was conducted from November 1 to November 30, 2008 by questionnaires and data which were analyzed by SPSS program. The results are summarized as follows. Ninety five point seven percent of the male teachers and 98.2% of the female teachers recognized the nutrition labeling (NL). The necessity of a NL system and comprehension of NL were higher in the female group than the male group. NL was trusted by 22.9% of male teachers and 19.7% of female teachers. The main reason for checking NL of the teachers was for food safety. For the most important NL items at purchasing the food, the teachers replied 'trans fatty acid' and 'cholesterol'. Five point seven percent of male teachers and 17.0% of female teachers were educated for NL. Seventy two point nine percent of males and 91.0% of females recognized the necessity of NL teaching. It is necessary to prepare education programs for both teachers and students about accurate recognition of NL.
Subject(s)
Female , Humans , Male , Comprehension , Food Labeling , Food Safety , Surveys and QuestionnairesABSTRACT
The purpose of this study was to investigate the elementary school teacher's status and recognition of nutrition education (NE) in Incheon. A cross-sectional study was carried out using a self-administered questionnaire and subjects were 147 elementary school teachers. The results are as follows. Only 9.5% of the teachers had training in NE and 71.4% of the teachers with training increased concern about NE after training. As for experience of NE, 61.6% of the teachers experienced NE and more than half of them gave NE less than twice per month. There was a significant difference in reason for not giving NE between subgroups by teaching career; 57.7% of the teachers with career more than 10 years did not give NE due to too much other work. As for existence of nutrition educator in school, 48.9% of the teachers recognized its existence and 91.3% of them answered that dietitians have done NE. For correction of unbalanced diet, good table manner, and nutrition and growth, 97.9% of the teachers answered that NE is necessary in elementary school. As for proper time to start NE, 57.5% of the teachers answered kindergarten and 39,7% answered lower grade of elementary school. As for effective type for NE, 47.3% of the teachers answered NE as a part of other subject and 28.1% answered NE as a separate subject. Also 69.8% of the teachers answered dietitian as suitable person for NE. As for newly establishing a NE subject, 37.9% of the teachers disagreed and as for most effective method for NE, 73.3% answered NE linked with school lunch program. Most of teachers recognized elementary school students'eating habit problem severe and change of their eating habit such as various food choice, no plate waste and good table manner after school lunch program. Therefore, it should be nationally supported that a standardized NE program is developed and coordinated among teachers, school lunch dietitian as NE specialist, family and community for elementary students' health and well-being.