Palabras clave
Professor univesitário
Universidad
Cómo citar
Resumen
El contexto actual de la educación superior brasileña favorece la sobrecarga de trabajo para los maestros, debido, entre otros factores, al aumento en la proporción de estudiantes por maestro. Además, la inestabilidad actual en las políticas públicas en educación tiende a agregar otros factores que pueden afectar tanto el desempeño en el aula como la calidad de vida de los docentes de manera diferente en la educación pública y privada. La inteligencia emocional ha atraído un creciente interés de la academia y es bien sabido que puede permitir un mejor rendimiento en el trabajo, una mejor protección contra los posibles efectos nocivos del entorno profesional y una mejor calidad de vida. Dada su importancia, este estudio tuvo como objetivo verificar si existen diferencias significativas en niveles de inteligencia emocional entre docentes de educación superior públicos y privados en Brasil. Para esto, se usó la escala de Wong y Law (2002) para medir el nivel de inteligencia emocional en cuatro dimensiones distintas con una muestra de 415 individuos. La investigación ha identificado que los maestros que trabajan en universidades privadas tienen un mayor nivel de inteligencia emocional y sugiere capacitación profesional en inteligencia emocional para mitigar algunos efectos nocivos del medio ambiente en su bienestar y proceso de enseñanza.
Citas
AGARWAL, N.; CHAUDHAR, N. Role of emotional intelligence in ethical decision making a study of Western UP. International Journal of Management & Business Studies, p. 28 - 29, 2013.
AGUAYO-MUELA, A.; AGUILAR-LUZON, M. Main Research Results on Emotional Intelligence in Spanish Teachers. Reidocrea - revista eletronica de investigacion y docencia creativa, p. 170 - 193, 2017.
BAR-ON, R.; PARKER, J. Bar-On emotional quotient inventory: Technical manual. Multihealth Systems, 1999.
CACCIARI, et al. Percepções de professores universitários brasileiros sobre as virtudes mais valorizadas no exercício da docência. Psicologia Escolar e Educacional, p. 313 - 322, mai./ago. 2017.
COLEMAN, A. A Dictionary of Psychology. Oxford: Oxford University Press, 2008.
CRISPIM, S. F.; DORNELLES, M.; DEL LAMA, D. Inteligência emocional e julgamento ético de professores universitários. EnANPAD. Curitiba: [s.n.]. 2018.
DA SILVA DIAS OLIVEIRA, A.; DE SOUZA PEREIRA, M.; MUNDIM DE LIMA, L. Trabalho, produtivismo e adoecimento dos docentes nas universidades públicas brasileiras. Psicologia Escolar e Educacional, p. 609 - 619, set./dez. 2017.
ESTRELA, M. T. et al. Formação ético deontológica dos professores de ensino superior — Subsídios para um debate. Sísifo: Revista de Ciências da Educação, p. 89 - 100, 2008.
FERREIRA DO CARMO, K. L.; FLECK, C. F.; DA LUZ DOS SANTOS, J. U. Docente em universidade pública ou privada? Desafios, oportunidades e diferenças. Revista de Administração IMED, p. 166 - 180, mai./ago. 2015.
GANNON, N.; RANZIJN, R. Does emotional intelligence predict unique variance in life satisfaction beyond IQ and personality. Personality and Individual Differences, p. 1353 - 1364, 2005.
GEORGE, J. M. Emotions and Leadership: The Role of Emotional Intelligence. Human Relations, p. 1027 - 1055, 2000.
GOLEMAN, D. Emotional intelligence: why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam books, 1995.
HAIR, J. F. et al. Multivariate data analysis. Uppersaddle River: Pearson Prentice Hall, 2006.
HAKANEN, J.; BAKKER, A. B.; SCHAUFELI, W. B. Burnout and work engagement among teachers. Journal of School Psychology, p. 495 - 513, 2006.
HUMPHREY, N. A. et al. Emotional intelligence and education: A critical review. Educational Psychology, p. 235 - 254, 2007.
INEP. CES – Censo do Ensino Superior, Microdados. [S.l.]. 2019.
JACOBS, R. L. Using human resource functions to enhance emotional intelligence. In: CHERNISS, C.; GOLEMAN, D. The emotionally intelligent workplace. San Francisco: Jossey-Bass, p. 151 - 181, 2001.
KANT, I. Crítica da Razão Pura. Tradução de Valério Rohden e Udo Baldur Moosburger. São Paulo: Abril Cultural, 1983.
KONG, F. The validity of the Wong and Law Emotional Intelligence Scale in a Chinese sample: Tests of measurement invariance and latent mean differences across gender and age. Personality and Individual Differences, p. 29 - 31, 2017.
KONG, F.; ZHAO, J. Affective mediators of the relationship between trait emotional intelligence and life satisfaction in young adults. Personality and Individual Differences, p. 197 - 201, 2013.
KONG, F.; ZHAO, J.; YOU, X. Social support mediates the impact of emotional intelligence on mental distress and life satisfaction in Chinese young adults. Personality and individual differences, p. 513 - 517, 2012.
KRAM, K. E.; CHERNISS, C. Developing emotional competence through relationships at work. In: CHERNISS, C.; GOLEMAN, D. The Emotionally Intelligent workplace. San Francisco: Jossey-Bass, p. 254 - 285, 2001.
LUEBBERS, S.; DOWNEY, L. A.; STOUGH, C. The development of an adolescent measure of EI. Personality and Individual Differences, p. 999 - 1009, 2007.
MACALEER, W.; SHANNON, J. Emotional Intelligence: How does it affect Leadership? Wiley Interscience, 2002.
MANCEBO, D. Crise político-econômica no Brasil: breve análise da educação superior. Educação & Sociedade, p. 875 - 892, 2017.
MANCEBO, D. O golpe de 2016 e os impactos para a educação superior brasileira. Revista Educação em Questão, p. 62 - 84, jul./set. 2018.
MAROCO, J. Análise estatística - com utilização do SPSS. Lisboa: Sílabo, 2007.
MATTHEWS, G.; ZEIDNER, M.; ROBERTS, R. D. Emotional intelligence: Science and myth. Cambridge: MIT Press, 2003.
MAYER, J. D.; CARUSO, D. R.; SALOVEY, P. Emotional intelligence meets traditional standards for an intelligence. Intelligence, p. 267 - 298, 1999.
MAYER, J. D.; CARUSO, D. R.; SALOVEY, P. The Ability Model of Emotional Intelligence: Principles and Updates. Emotion Review, p. 290 - 230, Out. 2016.
MAYER, J. D.; ROBERTS, D. R.; BARSADE, S. G. Human Abilities: Emotional Intelligence. Annual Review of Psychology, p. 507 - 536, 2008.
MAYER, J. D.; SALOVEY, P. What is Emotional Intelligence? In: SLUYTER, D. J.; SALOVEY, P. Emotional Development and Emotional Intelligence (pp. 3-35). New York: BasicBooks, p. 3 - 35, 1997.
MAYER, J. D.; SALOVEY, P.; CARUSO, D. R. Emotional intelligence: New ability or eclectic traits? American Psychologist, p. 503 - 517, 2008.
MIKOLAJCZAK, M.; MENIL, C.; LUMINET, O. Explaining the protective effect of trait emotional intelligence regarding occupational stress: Exploration of emotional labour processes. Journal of Research in Personality, p. 1107 - 1117, 2007.
MINERS, C. T. H.; CÔTÉ, S.; LIEVENS, F. Assessing the Validity of Emotional Intelligence Measures. Emotion Review, p. 1 - 9, 2017.
PARRISH, D. R. The relevance of emotional intelligence for leadership in a higher education context. Studies in Higher Education, 2013.
PESSANHA, J. A. M. Tópicos dos argumentos sofísticos. São Paulo: Abril Cultural, 1983.
PETRIDES, K. V.; PITA, R.; KOKKINAKI, F. The location of trait emotional intelligence in personality factor space. British Journal of Psychology, p. 273 - 289, 2007.
POCINHO, M.; PERESTRELO, C. Um ensaio sobre burnout, engagement e estratégias de coping na profissão docente. Educação e Pesquisa, p. 513 - 528, 2011.
POPE, D.; ROPER, C.; QUALTER, P. The influence of emotional intelligence on academic progress and achievement in UK university students. Assessment & Evaluation in Higher Education, p. 907 - 918, 2012.
ROOY, D. L. V.; ALONSO, A.; VISWESVARAN, C. Group differences in emotional intelligence scores: theoretical and practical implications. Personality and Individual Differences, p. 689 - 700, 2005.
SAKLOFSKE, D. H.; AUSTIN, E. J.; MINSKI, P. S. Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, p. 707 - 721, 2003.
SALOVEY, P.; MAYER, J. Emotional intelligence. Imagination, Cognition and Personalit, p. 185 - 211, 1990.
SILVA, T.; CARVALHO, E. Depressão Em Professores Universitários: Uma Revisão Da Literatura Brasileira. Revista UNINGÁ Review, p. 113 - 117, out./dez. 2016.
SIQUEIRA, T. C. A. O trabalho docente nas Instituições de Ensino Superior Privado em Brasília. (tese) Doutorado. Universidade de Brasília: Instituto de Ciências Humanas, Departamento de Sociologia, 2006.
SLITER, M. et al. Older and (Emotionally) Smarter? Emotional Intelligence as a Mediator in the Relationship between Age and Emotional Labor Strategies in Service Employees. Experimental Aging Research, p. 466 - 479, 2013.
]
SNYDER, C. R.; SHANE, J. L. Psicologia positiva: uma abordagem científica e prática das qualidades humanas. [S.l.]: Artmed, 2009.
SUPARDI, A. Teacher emotional intelligences: A demographic perspective of a comparational study of teachers at public senior high schools at Tangerang, Banten, Indonesia. International Education Studies, 2014.
THORNDIKE, E. L. Intelligence and its uses. Harper's Magazine, 1920.
VAN HORN, J. E. et al. The structure of occupational well-being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, p. 365 - 375, 2004.
WHITMAN, D. S. et al. Testing the Second-Order Factor Structure and Measurement Equivalence of the Wong and Law Emotional Intelligence Scale Across Gender and Ethnicity. Educational and Psychological Measurement, p. 1059 - 1074, 2009.
WILLEMSE, M.; LUNENBERG, M.; KORTHAGEN, F. Values in education: a challenge for teachers educators. Teaching and Teacher Education, p. 205 - 217, 2005.
WONG, C. S.; LAW, K. S. The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, p. 243 - 274, 2002.
YBARRA, O.; KROSS, E.; SANCHEZ-BURKS, J. The "big idea" that is yet to be: Towards a more motivated, contextual, and dynamic model of emotional intelligence. Academy od Management Perspectives, p. 93 - 107, 2014.
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de autor 2021 Revista Internacional de Educação Superior
Descargas
