La relación entre estilos de gestión de conflictos profesor-alumno y autoeficacia del profesorado

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.12524
APL 42(2)

Barra lateral del artículo

PDF (Português (Brasil)) HTML XML

Publicado: dic 4, 2024
Número: Vol. 42 Núm. 2 (2024): Avances en Psicología Latinoamericana 42(2)
Sección Artículos


Palabras clave: estilos de gestión de conflictos autoeficacia profesores relación profesor-alumno

Contenido principal del artículo

Autores/as

  Ana Paula Monteiro
Departamento de Educação e Psicologia, Universidade de Trás-os-Montes e Alto Douro. Centro de Investigação e Intervenção Educativas, Universidade do Porto
  Andreia Ribeiro
Departamento de Educação e Psicologia, Universidade de Trás-os-Montes e Alto Douro
  Elisete Correia
Centro de Matemática Computacional e Estocástica, Universidade de Lisboa. Departamento de Matemática, Universidade de Trás-os-Montes e Alto Douro

Resumen

La revisión de la literatura sugiere que una alta percepción de autoeficacia está relacionada con el uso de estilos de gestión de conflictos que representan un nivel alto o intermedio de preocupación por los demás. Por tanto, este estudio pretende contribuir a aumentar el conocimiento sobre los estilos de gestión de conflictos profesor-alumno y la autoeficacia docente. También se analizó si las variables sociodemográficas y la antigüedad en el puesto influyen en la autoeficacia docente. La muestra consistió en 278 profesores portugueses de primaria y secundaria con edades comprendidas entre los 20 y los 64 años, a los que se les administró un cuestionario sociodemográfico breve, la Escala de Gestión de Conflictos entre Profesores y Alumnos y la Escala de Autoeficacia. Los resultados sugieren que los profesores con puntuaciones más altas en autoeficacia utilizan más los estilos de “integración”, “dominación”, “sumisión” y “compromiso”. Se observó que las variables sociodemográficas y la antigüedad en el servicio no influían significativamente en la autoeficacia de los profesores. Estos resultados son objeto de reflexión, con sugerencias para futuras investigaciones e implicaciones para la formación del profesorado.

Cómo citar
Monteiro, A. P., Ribeiro, A., & Correia, E. (2024). La relación entre estilos de gestión de conflictos profesor-alumno y autoeficacia del profesorado. Avances En Psicología Latinoamericana , 42(2). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.12524
Referencias bibliográfica

Araújo, M., & Moura, O. (2011). Estrutura factorial da general self-efficacy scale (escala de autoeficácia geral) numa amostra de professores portugueses. Laboratório de Psicologia, 9(1), 95-105. https://doi.org/10.14417/lp.638

Arbuckle, J. L. (2005). AmosTM 6.0 user’s guide. Amos. Development Corporation.

Ashton, P., & Webb, R. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Bandura, A. (1980). Gauging the relationship between self-efficacy judgment and action. Cognitive Therapy and Research, 4, 263-268. https://doi.org/10.1007/BF01173659

Bandura, A. (2010). Self-efficacy. In I. B. Weiner & W. E. Craighead (Eds.), The Corsini encyclopedia of psychology (pp. 1-3). John Wiley. https://doi.org/10.1002/9780470479216. corpsy0836

Benz, C. R., Bradley, L., Alderman, M. K., & Flowers, M. A. (1992). Personal teaching efficacy: Developmental relationships in education. The Journal of Educational Research, 85(5), 274-285. https://doi.org/10.1080/00220671.1992.9941127

Brewer, B., & Lam, G. K. (2009). Conflict handling preferences: A public-private comparison. Public Personnel Management, 38(3), 1-14. https://doi.org/10.1177/009102600903800301

Brewer, N., Mitchell, P., & Weber, N. (2002). Gender role, organizational status, and conflict management styles. International Journal of Conflict Management, 13(1), 78-94. https://doi.org/10.1108/eb022868

Chao, C. N. G., Chow, W. S. E., Forlin, C., & Ho, F. C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369. https://doi.org/10.1016/j.tate.2017.05.004

Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693-710. https://doi.org/10.1080/01443410802206700

Cordeiro, J. P., Cunha, P., & Lourenço, A. A. (2022). Estilos de gestão de conflitos, comprometimento e cidadania organizacional: Estudo empírico numa instituição de ensino superior portuguesa. Arquivos Brasileiros de Psicologia, 74, Artigo e015. https://revistas.ufrj.br/index.php/abp/article/view/56097

Cunha, P., & Monteiro, A. P. (2018). Gestão de conflitos na escola. Pactor.

Davidovitch, N. (2013). Learning-centered teaching and backward course design — from transferring knowledge to teaching skills. Journal of International Education Research, 9(4), 329-338. https://doi.org/10.19030/jier.v9i4.8084

Doğan, S. (2016). Conflicts management model in school: A mixed design study. Journal of Education and Learning, 5(2), 200-219. https://doi.org/10.5539/jel.v5n2p200

Dembo, M., & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86, 173-184. https://doi.org/10.1086/461441

Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmech, A., & Leutner, D. (2014). Selfefficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569-583. https://doi.org/10.1037/a0035504

Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. https://doi.org/10.1177/0013164491513027

Evans, D. R., Hearn, M. T., Uhlemann, M. R., & Ivey, A. E. (2019). How to work with diversity. In A. M. Nickson, M. A. Carter & A. P. Francis (Eds.), Supervision and professional development in social work practice (pp. 120-139). Sage Publications. https://doi.org/10.4135/9789353885908.n7

Evans, E., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. Journal of Educational Research, 80(2), 81-85. https://doi.org/10.1080/00220671.1986.10885728

Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582. https://doi.org/10.1037/0022-0663.76.4.569

Goddard, Y., & Kim, M. (2018). Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record, 120(1), 1-24. https://doi.org/10.1177/016146811812000102

Goyne, J., Padgett, D., Rowicki, M. A., Mark, A., & Triplitt, T. (1999). The journey of teacher empowerment. Auburn University. https://files.eric.ed.gov/fulltext/ED434384.pdf

Guo, Y., Dynia, J. M., Pelatti, C. Y., & Justice, L. M. (2014). Self-efficacy of early childhood special education teachers: Links to classroom quality and children’s learning for children with language impairment. Teaching and Teacher Education, 39, 12-21. https://doi.org/10.1016/j.tate.2013.11.005

Guskey, T. R., & Passaro, P. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31, 627-643. https://doi.org/10.3102/00028312031003627

Gutkin, T., & Ajchenbaum, M. (1984). Teachers’ perceptions of control and preferences for consultative services. Professional Psychology, Research and Practice, 15(4), 565-570. https://doi.org/10.1037/0735-7028.15.4.565

Han, J., & Han, Y. (2019). Cultural concepts as powerful theoretical tools: Chinese teachers’ perceptions of their relationship with students in a cross-cultural context. International Journal for the Scholarship of Teaching and Learning, 13(1), 8. https://doi.org/10.20429/ijsotl.2019.130108

Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774-786. https://doi.org/10.1037/a0032198

Hughes, J., Grossman, P., & Barker, D. (1990). Teachers’ expectancies, participation in consultation, and perceptions of consultant helpfulness. School Psychology Quarterly, 5(3), 167-179. https://doi.org/10.1037/h0090611

Husband, R. E., & Short, P. M. (1994). Interdisciplinary teams lead to greater teacher empowerment. Middle School Journal, 26(2), 58-60. https://doi.org/10.1080/00940771.1994.11494412

Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating communities of support and solving problems (10a ed.). Pearson/Allyn and Bacon.

Kelm, J. L., & McIntosh, K. (2012). Effects of schoolwide positive behavior support on teacher self-efficacy. Psychology in the Schools, 49(2), 137-147. https://doi.org/10.1002/pits.20624

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756. https://doi.org/10.1037/a0019237

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998- 2009: Signs of progress or unfulfilled promise? Educational Research Review, 23, 21-43. https://doi.org/10.1007/s10648-010-9141-8

Kline, R. (2011). Principles and practice of structural equation modelling (2a ed.). The Guilford Press. Koçoğlu, Z. (2011). Emotional intelligence and teacher efficacy: A study of Turkish EFL pre-service teachers. Teacher Development, 15(4), 471-484. https://doi.org/10.1080/13664530.2011.642647

Kunemund, R. L., Nemer McCullough, S., Williams, C. D., Miller, C. C., Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). The mediating role of teacher self-efficacy in the relation between teacher–child race mismatch and conflict. Psychology in the Schools, 57, 1757-1770. https://doi.org/10.1002/pits.22419

Marôco, J. (2014). Análise de equações estruturais: fundamentos teóricos, software & aplicações (2ª ed.). ReportNumber.

Marzano, R. J., Marzano, J. S., & Pickering. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.

McDonald, R. P., & Ho, M. H. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64-82. https://doi.org/10.1037/1082-989X.7.1.64

Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269. https://doi.org/10.1016/j.tate.2017.02.008

Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers’ conflict management styles: The role of attachment styles and classroom management efficacy. Journal of School Psychology, 44(2), 105-121. https://doi.org/10.1016/j.jsp.2006.01.004

Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57. https://doi.org/10.14221/ajte.2011v36n12.6

Pinchevsky, N., & Bogler, R. (2014). The influence of teachers’ perceived self-efficacy and role impact on their preferences in adopting strategies to resolve conflict situations with students. International Studies in Educational Administration, 42(2), 111-125. https://doi.org/10.1016/j.tate.2017.02.008

Rahim, M. A. (2002). Toward a theory of managing organizational conflict. International Journal of Conflict Management, 13(3), 206-235. https://doi.org/10.1108/eb022874

Rahim, M. A. (2011). Managing in organizations (4a ed.). Transaction Books.

Rahim, M. A., & Bonoma, T. V. (1979). Managing organizational conflict: A model for diagnosis and intervention. Psychological Reports, 44(3), 1323-1344. https://doi.org/10.2466/pr0.1979.44.3c.1323

Rahim, M., & Katz, J. (2019). Forty years of conflict: The effects of gender and generation on conflict-management strategies. International Journal of Conflict Management, 31(1), 1-16. https://doi.org/10.1108/IJCMA-03-2019-0045

Rahim, M., A., Manger, N., R., & Shapiro, D., L. (2000). Do justice perceptions influence styles of handling conflict with supervisors? What justice perceptions, precisely? International Journal of Conflict Management, 11(1), 9-31. https://doi.org/10.1108/eb022833

Ramsey, V. J., & Fitzgibbons, D. (2005). Being in the classroom. Journal of Management Education, 29(2), 333-356. https://doi.org/10.1177/1052562904271144

Raudenbush, S., Bhumirat, C., & Kamali, M. (1992). Predictors and consequences of primary teachers’ sense of efficacy and students’ perceptions of teaching quality in Thailand. International Journal of Educational Research, 17(2), 165-177. https://doi.org/10.1016/0883-0355(92)90006-R

Rich, Y., Lev, S., & Fisher, S. (1996). Extending the concept and assessment of teacher efficacy. Educational and Psychological Measurement, 56(6), 1015-1025. https://doi.org/10.1177/0013164496056006007

Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. The Elementary School Journal, 89, 421-439. https://doi.org/10.1086/461584

Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97(2), 227-251. https://doi.org/10.1177/016146819509700205

Ross, J., & Bruce, C. (2001). Professional development effects on teacher efficacy: Results of a randomized field trial. The Journal of Educational Research, 101, 50-60. https://doi.org/10.3200/JOER.101.1.50-60

Sampieri, R., Collado, C., & Lucio, P. (2006). Metodología de la investigación (4a ed.). McGraw-Hill Interamericana.

Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M. J., & Shatzer, R. H. (2009). Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems. Educational Psychology, 29(2), 187-201. https://doi.org/10.1080/01443410802654909

Short, P. M. (1994). Defining Teacher Empowerment. Education, 114(4), 488-493.

Short, P. M., & Greer, J. T. (2002). Leadership in empowered schools: Themes from innovative efforts (2a ed.). Merrill Prentice Hall.

Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020

Tjosvold, D., & Hui, C. (2001). Leadership in China: Recent studies on relationship building. Advances in Global Leadership, 2(2), 127-151. https://doi.org/10.1016/S1535-1203(01)02117-7

Trudel, J., & Reio Jr, T. G. (2011). Managing workplace incivility: The role of conflict management styles — Antecedent or antidote? Human Resource Development Quarterly, 22(4), 395-423. https://doi.org/10.1002/hrdq.20081

Tschannen-Moran, M., & Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Tschannen-Moran, M., Woolfolk Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248. https://doi.org/10.3102/00346543068002202

Valente, S. (2019). Influência da inteligência emocional na gestão de conflitos na relação professor-aluno(s). Revista de Estudos e Investigação em Psicologia e Educação, 6(2), 101-113. https://doi.org/10.17979/reipe.2019.6.2.5786

Valente, S., Monteiro, A. P., & Lourenço, A. A. (2017). Adaptação e validação da escala de gestão do conflito entre professor-aluno(s). Revista de Estudios e Investigación en Psicología y Educación, 2, 46-51. https://doi.org/10.17979/reipe.2017.0.02.2512

Woolfolk, A., & Hoy, W. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91. https://doi.org/10.1037/0022-0663.82.1.81

Zee, M., de Jong, P. F., & Koomen, H. M. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social-emotional behaviors: A multilevel investigation. Journal of Educational Psychology, 108(7), 1013-1027. https://doi.org/10.1037/edu0000106

Zurlo, M. C., Vallone, F., Dell’Aquila, E., & Marocco, D. (2020). Teachers’ patterns of management of conflicts with students: A study in five European countries. Europe’s Journal of Psychology, 16(1), 112. https://doi.org/10.5964/ejop.v16i1.1955

Estadísticas de consulta

Descargas

Los datos de descargas todavía no están disponibles.
Métricas de publicación

0




 

Crossref
Scopus
Google Scholar
Europe PMC
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.

Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.

Artículos más leídos del mismo autor/a