Los factores de personalidad de los docentes en la gestión de conflictos en el aula

Autores/as

  • Abílio Afonso Lourenço Universidade do Minho
  • Sabina Nunes Valente Polytechnic Institute of Portalegre
  • Sergio Dominguez-Lara University of San Martin de Porres
  • Celso Simão Fulano Pedagogical University of Maputo
DOI: https://doi.org/10.6018/reifop.552051
Palabras clave: Personalidad, gestión de conflictos, maestros, aula

Resumen

El estudio tuvo como objetivo comprender el impacto predictivo de los cinco factores de la personalidad de los docentes (neuroticismo, extroversión, apertura a la experiencia, amabilidad y responsabilidad), en el manejo de conflictos en el aula. También se estudiaron las variables género, tiempo de servicio y formación académica de los docentes cuando se relacionaron con dimensiones de personalidad. Se utilizaron como instrumentos el NEO-Inventario de Cinco Factores, el Inventario de Conflicto Organizacional de Rahim-II - Versión Portuguesa en el Contexto Escolar y una ficha de datos personales y profesionales, en una muestra de 659 profesores de educación básica en escuelas portuguesas. Utilizando un modelo de ecuaciones estructurales, los resultados mostraron una asociación entre todas las variables en estudio. El neuroticismo y la responsabilidad son los mejores predictores de la gestión de conflictos. El género femenino es el que presenta mejores resultados en todas las dimensiones de la personalidad. Los docentes con mayor formación académica mostraron menos neuroticismo, pero eran más extrovertidos, abiertos a la experiencia, agradables y responsables, y los de mayor antigüedad mostraron menos neuroticismo, extraversión, apertura a la experiencia y amabilidad. Estos resultados constituirán un motor movilizador de prácticas pedagógicas más sustantivas para el avance de la educación.

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Publicado
03-04-2023
Cómo citar
Afonso Lourenço, A., Nunes Valente, S., Dominguez-Lara, S., & Simão Fulano, C. (2023). Los factores de personalidad de los docentes en la gestión de conflictos en el aula. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(2), 161–177. https://doi.org/10.6018/reifop.552051