Coinvolgimento lavorativo degli educatori del nido e degli insegnanti della scuola dell’infanzia: studio quali-quantitativo

• De Stasio, Simona ^[1] ; Boldrini, Francesca ; Ragni, Benedetta ; Bacile, Chiara ; Tacconelli, Eleonora ; Benevene, Paula
  1. [1] Asociación INFAD
• Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 1, Nº. 2, 2018 (Ejemplar dedicado a: PSICOLOGÍA Y CAMBIO CIENTÍFICO EN POSITIVO), págs. 261-280
• Idioma: italiano
• DOI: 10.17060/ijodaep.2018.n2.v1.1365
• Títulos paralelos:
  • Working involvement of nursery educators and kindergarten teachers: quali-quantitative study
• Enlaces
  • Texto completo
• Resumen
  • English

    Research shows as work-engagement, enthusiasm and vigor predict work performance and have positive effects on teacher-student relationships and on students' academic outcomes (Bakker, Schaufeli, Leiter & Taris, 2008; Bakker, Van Emmerik & Euwema, 2006; Duckworth, Quinn & Seligman, 2009). According to our quali-quantitative study, two main aims were set: 1) the evaluation of the predictive role of some dispositional variables (subjective wellbeing, compassion and dispositional positive affect) and of some socio-contextual variables (self/co-regulated proactive strategies, constructive climate) on teachers' work-engagement in educational and scholastic services 0/6 years; 2) the qualitatively exploration of dimensions of promoting well-being in educational services. A group of 189 educators and kindergarten teachers was asked to fill the following questionnaires: the UWES-17 (Schaufeli, 2003), the Santa Clara Brief Compassion Scale (Sprecher & Fehr, 2005), the Proactive Strategy Scale (Salmela-Aro, 2009), the Positive and Negative Affect Schedule (Watson et al, 1988), the Subjective Happiness Scale (Lyuborminsky & Lepper, 1999) and the Teacher self-efficacy and ad hoc interview on components of promoting well-being in educational services. Our main quantitative outcomes showed that compassion and proactive strategies predict higher levels of work-engagement over subjective well-being and dispositional positive affect.

  • italiano

    La letteratura mostra come il coinvolgimento lavorativo, l’entusiasmo e il vigore dei docenti siano predittivi delle prestazioni lavorative ed abbiano un effetto benefico sulle relazioni positive insegnante-studente e sugli esiti accademici degli studenti (Bakker, Schaufeli, Leiter & Taris, 2008; Bakker, Van Emmerik & Euwema, 2006; Duckworth, Quinn & Seligman, 2009). L’obiettivo del presente studio di carattere quali-quantitativo è stato duplice: 1) valutare il ruolo predittivo,  sul coinvolgimento lavorativo degli operatori dei servizi educativi e scolastici 0/6 anni, di variabili disposizionali (benessere soggettivo, compassione, affettività disposizionale positiva)  e di natura socio-contestuale (strategie proattive auto ed etero regolative, clima costruttivo); 2) esplorare sul piano qualitativo le dimensioni di promozione del benessere nei servizi. Ad un gruppo di 189 educatori e insegnanti della scuola dell’infanzia sono stati somministrati l’UWES-17 (Schaufeli & Bakker, 2004), la Santa Clara Brief Compassion Scale (Hwang, Plante, & Lackey, 2008), la Proactive Strategy Scale (Salmela-Aro, 2009), la Positive and Negative Affect Schedule (Watson, Clark, & Tellegen,  1988), la Subjective Happiness Scale (Lyuborminsky & Lepper, 1999) la Teacher self-efficacy ed un intervista qualitativa costruita ad hoc sugli aspetti di promozione del benessere. I principali esiti quantitativi evidenziano come a parità di benessere soggettivo e di affettività disposizionale positiva, la compassione e le strategie proattive sono predittori di un maggior coinvolgimento lavorativo.

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