Metodologia della ricerca educativahttp://elea.unisa.it/xmlui/handle/10556/722024-03-28T16:47:47Z2024-03-28T16:47:47ZIl dirigente scolastico tra gestione amministrativo-contabile e organizzazione dei processi didatticiFormisano, Maria Annahttp://elea.unisa.it/xmlui/handle/10556/30932019-05-30T12:18:11Z2018-04-10T00:00:00ZIl dirigente scolastico tra gestione amministrativo-contabile e organizzazione dei processi didattici
Formisano, Maria Anna
The research aims to analyze the phenomenon of work related stress of school manager
within educational institutions of all levels.
The theoretical framework has as its object the profile of the School manager acting on
two levels: the administrative-accounting management and the organization of the
teaching processes.
The work stems from the need to describe the degree of perception that school manager
have of stress related work, through the narrative Inquiry, in order to outline the working
self (as a component of the professional self.
The intent is also to detect, through the questionnaire tool, whether any forms of work
malaise are to be attributed to the administrative management - accounting or organization
of the processes. [edited by author]
2016 - 2017
2018-04-10T00:00:00ZLo stress dell'insegnante: burnout, stress, e personalità nei docenti delle scuole superioriCrescenzo, Pietrohttp://elea.unisa.it/xmlui/handle/10556/26762019-05-30T12:00:38Z2017-04-12T00:00:00ZLo stress dell'insegnante: burnout, stress, e personalità nei docenti delle scuole superiori
Crescenzo, Pietro
Background: International literature shows how the profession of teacher should be considered at high-risk of stress and burnout. Indeed, it falls within the set of help professions that are high touch job (highly emotional), like physicians, nurses, psychologists or security operators. Literature also showed how different factors are involved in the development of the Burnout syndrome, among which this research has given visibility to personality factors. The relationship between personality and burnout is therefore the subject of investigation of this doctoral thesis.
Objectives: Investigate the influence of the five personality traits according to the Big Five model on the onset of high school teachers’ burnout syndrome. In particular, verify whether the personality dimensions (Energy, Agreeableness, Conscientiousness, Emotional Stability and Mental Opening, as enumerated by Caprara and collaborators) were predictors of the size of Burnout (Psychophysical Exhaustion, Relational Deterioration, Professional Dissatisfaction, Disillusionment) in the Santinello review proposed.
Method: In a group of 171 teachers of teachers including 49 males (28.7%) and 122 females (71.3%) from different high schools, we administered the Big Five Questionnaire (BFQ) to detect personality traits and the Link Burnout Questionnaire (LBQ) to investigate the levels of burnout. The scores obtained in the dimensions of BFQ were thus compared with the scores obtained in the scales of the LBQ applying the statistical analysis of linear correlation and linear regression for each trait and size of burnout.
Results: Analysis of the data shows that there are significant and inverse correlations between personality traits and burnout. The analysis also shows how much predictive the traits of Energy and Emotional Stability are for the dimension of Psychophysical Exhaustion, while for the Relational Deterioration only the Emotional Stability trait is predictor. The results also show how for the dimension of Professional Dissatisfaction the Emotional Stability and Openness are the predictors. Finally, for the dimension of Disillusion, Emotional Stability and Agreeableness are predictors. It appears from the data that the personality trait of emotional stability is the common predictor in all dimensions.
Conclusion: The results showed how the individual personality characteristics should be considered fundamental in the study of the burnout phenomenon. This aspect can have applications both in the selection of teachers, for a correct insertion of the resource in clinical terms and in terms of prevention, both as support to the teacher as the Burnout, as presented in the literature, may vary depending on the user, on the relationship with colleagues and more generally on the content and the context of work, it would be appropriate and also needed to support teachers in identifying personal resources, linked to their personality traits with the possible inclusion of school psychologists who are able to help the acquisition of emotional skills in the fulfilment of the teaching profession and in parallel increasing the awareness of having a network of resources that is always available in times of difficulty related to the school context. [edited by Author]
2015 - 2016
2017-04-12T00:00:00ZIKeWYSe - I Know What You SeeDi Tore, Pio Alfredohttp://elea.unisa.it/xmlui/handle/10556/19802019-05-30T12:39:44Z2015-06-11T00:00:00ZIKeWYSe - I Know What You See
Di Tore, Pio Alfredo
The project presents a research on perspective taking, aimed to investigate two specific themes: the
age when the child leaves perceptive egocentrism, and gender differences in the management of
spatial reference systems. The innovative contribution of this work is that it has addressed the issue
with a not abused tool for this field: the videogame. The first product of the project was, therefore, a
video game prototype, named IKeWYSE, which has been the data collecting instrument for the
experimental research project.
The paper presents a quick historical overview on the concepts of space, perception and action,
introducing the concept of Umwelt, then addresses the issue of the representation of space in the
child, from Piaget to neurosciences, describing the reference systems competing in the
representation of space and the Piagetian conceptual framework, and reporting the scientific debate
on the "three mountains task" and the spatial theory of empathy.
Once described the conceptual framework, the text presents the research design, the path for design
and development of the videogame, the methods for data collection and discusses the results
obtained. Finally, the experimental process has led to observe how the cognitive processes involved
in peculiar orienteering activities (map reading, route selection, spatial thinking) are processes also
involved in the management of inter-subjective relationship modes, and make the orienteering a
sport with great potential in terms of teaching. The final part of the text develops describing
orienteering as a sport, stressing the connections with current national guidelines for the first cycle
of education, and, in the light of the review of the scientific literature on cognitive processes
involved in spatial navigation and management of spatial reference systems, it concludes with a
proposal for the spread of orienteering as effective teaching practice in an educational context
oriented to inclusion of pupils presenting Special Educational Needs. [edited by Author]
2013 - 2014
2015-06-11T00:00:00ZDialogo interculturale e didattica: il luogo d’incontro per la formazione degli alunni stranieri. L’importanza pedagogica della narrazioneCioffi, Mariahttp://elea.unisa.it/xmlui/handle/10556/15232019-05-30T10:20:04Z2011-04-28T00:00:00ZDialogo interculturale e didattica: il luogo d’incontro per la formazione degli alunni stranieri. L’importanza pedagogica della narrazione
Cioffi, Maria
lavoro posto in essere in questo scritto è rivolto all‟analisi dei motivi che in questi decenni hanno fortemente influenzato e mutato il volto dell‟educazione. Tali motivi sono da ricercarsi nel fatto che alcuni obiettivi educativi sono divenuti prioritari, il sistema “classe” è diventato sempre più articolato ed eterogeneo e, soprattutto che la ricerca psicopedagogica ha mutato il panorama dei temi della cognizione, dell‟insegnamento e dell‟apprendimento. Una delle ragioni che hanno fortemente influenzato il modo di approcciarsi alla vita “didattica” della classe è da ricercare, nel rapporto esistente fra le diverse culture all‟interno di una società che è divenuta e continua a plasmarsi e configurarsi sempre più come multietnica. Oggi è noto che la diversità e le differenze culturali in classe siano fonte di risorsa e non di ostacolo.
L‟educazione interculturale, che rappresenta la “traduzione” didattica della pedagogia interculturale, è una prospettiva di ricerca e una prassi pedagogica che nasce dalla necessità di un inserimento attivo degli allievi stranieri nella scuola e da un ripensamento critico dei saperi fondamentali attualmente insegnati. Essa non è una nuova materia né una pedagogia speciale per stranieri; si configura, al contrario, come un nuovo asse educativo rivolto in primo luogo ai paesi di “accoglienza” e volto a modificare abiti cognitivi e comportamenti degli indigeni e degli stranieri... [a cura dell'Autore]
2009 - 2010
2011-04-28T00:00:00Z