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Publication
A influência do comportamento assertivo dos professores na relação pedagógica
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Advisor(s)
Abstract(s)
Tendo em conta as investigações recentes, no campo da importância das emoções na
comunicação e no relacionamento interpessoal, e o desenvolvimento do comportamento assertivo nos meios profissional e empresarial, pretendemos com
este trabalho apresentar um estudo exploratório sobre a influência da aquisição de
competências de assertividade, no meio escolar, nomeadamente, na profissão
docente.
Recorrendo a uma metodologia quantitativa, procedemos à validação de um modelo
de investigação. Foi elaborado um questionário e aplicado a uma amostra de
duzentos docentes do terceiro ciclo do Ensino Básico e Secundário para proceder à
avaliação das variáveis em estudo.
Os resultados obtidos indicam que determinados aspectos do comportamento
assertivo revelam influência sobre a relação pedagógica. Verificou-se que a atitude
de respeito mútuo professor/alunos implica uma participação mais activa dos alunos
nas tarefas. Relativamente à empatia por parte do professor, esta indicia um maior
grau de envolvimento emocional nos alunos. A disciplina na sala de aula é
influenciada positivamente, mediante a adopção de técnicas de gestão assertiva de
conflitos, nomeadamente: a estratégia ganhador-ganhador ou confrontação
construtiva.
Os dados recolhidos sugerem, no que diz respeito ao estabelecimento de uma relação
pedagógica saudável, que a adopção do comportamento assertivo por parte dos
professores pode ser uma abordagem a considerar. Tendo em conta o crescendo de desinteresse pelas actividades escolares e pelos conhecimentos que a escola veicula,
aliado a um assustador aumento de comportamentos indisciplinados na sala de aula, a
abordagem relacional apresenta-se como uma forma de cativar os jovens para escola.
O desenvolvimento de capacidades relacionais, através da relação pedagógica
saudável, é fundamental para a formação de futuros adultos equilibrados
emocionalmente.
Taking into account recent research on the importance of emotions in communication and interpersonal relations, as well as on the development of assertive behaviour in professional and business enviromnents, the aim of this Work is to present a exploratory study of the influence of acquiring assertiveness skills in a school enviromnent, specifically for teachers. By using quantitative methods, we validated a research model. We drafted a questiomiaire and applied it to a sample of two hlmdred teachers at Grammar Schools and Secondary Schools, in order to assess the variables to be analysed. The results show that some aspects of assertive behaviour influence the pedagogical relationship. We also fotmd that the mutual respect between teacher and student imply a more active participation of students in the tasks. In what teacher empathy is concemed, this shows a greater degree of emotional connection on part of the students. Classroom discipline is positively influenced through the use of assertive management techniques of conflicts, namely: The win-win strategy or constructive confrontation. Data collected suggest that the use of assertive behaviour on part of teachers may be a way for creating a healthy pedagogical relationship. Considering the increasing lack of interest in school tasks and in school knowledge, as well as the terrifying increase in disciplinaiy problems in the classroom, the relational approach can be a way of attracting young people to school. Developing relational skills through ahealthy pedagogical relationship is essential for the training of emotionally balanced adults.
Taking into account recent research on the importance of emotions in communication and interpersonal relations, as well as on the development of assertive behaviour in professional and business enviromnents, the aim of this Work is to present a exploratory study of the influence of acquiring assertiveness skills in a school enviromnent, specifically for teachers. By using quantitative methods, we validated a research model. We drafted a questiomiaire and applied it to a sample of two hlmdred teachers at Grammar Schools and Secondary Schools, in order to assess the variables to be analysed. The results show that some aspects of assertive behaviour influence the pedagogical relationship. We also fotmd that the mutual respect between teacher and student imply a more active participation of students in the tasks. In what teacher empathy is concemed, this shows a greater degree of emotional connection on part of the students. Classroom discipline is positively influenced through the use of assertive management techniques of conflicts, namely: The win-win strategy or constructive confrontation. Data collected suggest that the use of assertive behaviour on part of teachers may be a way for creating a healthy pedagogical relationship. Considering the increasing lack of interest in school tasks and in school knowledge, as well as the terrifying increase in disciplinaiy problems in the classroom, the relational approach can be a way of attracting young people to school. Developing relational skills through ahealthy pedagogical relationship is essential for the training of emotionally balanced adults.