Browsing by Author "Valente, Sabina"
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- Educação emocional em supervisão educativa clínica: que pertinência?Publication . Ribeiro, Luis; Veiga-Branco, Augusta; Vilarinho, Mário José Medeiros; Gomes, Emília; Gabriel, Ana Júlia Colaço; Rocha, Estela; Valente, SabinaConsiderando a emergência do conceito de competência emocional nos sucessivos estudos e a natural e prévia educação emocional necessária para a adquirir, este estudo, assumiu como objetivo reconhecer a perceção dos enfermeiros portugueses acerca da pertinência da educação emocional e consequente competência emocional, como maisvalia no exercício prático da supervisão educativa clínica em enfermagem. Desenvolveu-se um estudo quantitativo, descritivo e transversal, através da aplicação de um Questionário de auto preenchimento, produzido para este efeito, a uma amostra não aleatória de 127 enfermeiros, a exercer funções no Norte (87.4%), nas ilhas (8.7%), no Centro (3.1%) e Sul (1.6%), maioritariamente do sexo feminino (80.3%), no escalão etário entre 31 e 40 anos de idade, e com formação ao nível da Licenciatura (63%) e Mestrado (25.2%). A análise dos resultados revelou que a maioria dos enfermeiros respondentes (78.5%) considera essencial a formação em educação emocional, para alguém se tornar formador em contexto clínico. No que respeita à pertinência da educação emocional no exercício de supervisão formativa no contexto da clínica, é assumidamente considerado pela maioria (83.3%) dos enfermeiros, facto relevante que sugere a inclusão deste tema na formação do supervisor. A corroborar as respostas anteriores, a maioria respondente (80.9%) considera que a educação emocional é importante. Considera-se que os resultados são evidentes, concluindo para a emergente necessidade de formação em educação emocional em enfermagem, em geral, mas sobretudo e de forma determinante, para os supervisores educativos na clínica em enfermagem.
- Emotional health of teachers: the importance of emotional intelligence trainingPublication . Valente, Sabina; Alves, Paulo; Veiga-Branco, AugustaThe professional activity of teachers has associated a high level of attrition in emotional stability, generating negative emotions that appear associated with stress, depression, professional malaise and burnout. The work stress and lack of emotional self-regulation appear as the main reasons for the dissatisfaction of teachers and highly associated with burnout.This research aimed to carry out a review of publications on health and emotional well-being of teachers and identify lines of interest for future research.A systematic search in the SciELO resulted in the selection of 10 articles, with the main criteria the selection of research carried out in Portugal.
- The relationship between emotional intelligence ability and teacher efficacyPublication . Valente, Sabina; Veiga-Branco, Augusta; Rebelo, Hugo; Lourenço, Abílio Afonso; Cristóvão, Ana MariaEmotional intelligence and self-efficacy are considered two of the most fundamental teachers’ characteristics to create positive effects on students. Recent research on teacher efficacy has turned from a focus on mastery of content area and lesson plan development to the identification of teacher beliefs and the emotional self-regulation required for teaching and student learning. The purpose of this research was examined whether emotional intelligence abilities influence teacher efficacy. The relationship between teacher gender, length of teaching experience and academic formation with emotional intelligence abilities is also analyzed. The sample comprised 634 Portuguese school teachers. Data sources included the Emotional Skills and Competence Questionnaire for Teachers, and the Teacher Efficacy in Classroom Management and Discipline Scale. The findings, using structural equation modeling, showed that school teachers with greater skills at perceiving, understanding, expressing, classifying, managing and regulating emotions demonstrated greater levels of teacher efficacy. Therefore teachers’ emotional intelligence abilities positively influence teacher efficacy. Having teachers who are apt to perceive and manage emotions will be salutary for the personal development of students, as well as for structuring a positive and self-regulating learning environment. So the results support the teachers’ emotional intelligence ability to job performance, and add to literature suggesting that to succeed in the complex and demanding school setting, teachers must develop the necessary emotional skills for enhancing their efficacy. This research contributes to the importance of being created in the teachers’ academic training, the emotional education discipline.