Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

Moreira, Paulo; Pinheiro, Ana P.; Gomes, Paulo; Cotter, Maria João; Ferreira, Randy

doi:10.1590/s0102-79722013000100008

Cited by 8 publications

(7 citation statements)

References 62 publications

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“…In that study, being female predicted stronger efficacy for enabling student engagement, classroom management, and instructional strategies. Recently, in a study of 266 Portugese teachers, Moreira, Pinheiro, Gomes, Cotter and Ferreira (2013) found that male teachers reported significantly greater difficulties than female teachers in promoting students' socialemotional skills. Meanwhile, in the relatively new research field about the impact of cyberbullying on students' wellbeing, Eden, Heiman and Olenik-Shemesh, (2013) reported a study that administered a questionnaire about cyberbullying to 328 Israeli teachers from diverse school settings.…”

Section: Teachers Are At the Core Of Promoting Mental Health In Schoolsmentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students' positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students' mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre-or in-service teacher education, thus raising questions about teachers' capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers' responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers and schools for mental health promotion in diverse cultural settings is warranted.

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Section: Teachers Are At the Core Of Promoting Mental Health In Schoolsmentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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“…Gomes et al (2010) encontrou o mesmo resultado em sua pesquisa e concluiu que quanto maior a carga horária realizada e o número de alunos em sala, essa distância aluno--professor tende a aumentar conjuntamente com a exaustão emocional/estresse e há uma diminuição do sentimento de realização profissional do docente. Esta situação acaba por prejudicar não apenas a saúde mental e física do educador, mas também ao aluno e a instituição escolar, podendo acarretar até mesmo no abandono da profissão pelo professor (LE-MOS, 2009;MOREIRA et al, 2013). Na Malásia, uma pesquisa com 580 professores de ensino secundário inves tigou a prevalência de estresse e fatores associados que podem contribuir com este quadro.…”

Section: Discussionunclassified

Avaliação Dos Níveis De Estresse E Depressão Em Professores Da Rede Pública Do Município De Francisco Beltrão - Pr

Scandolara¹,

Wietzikoski

Gerbasi

et al. 2015

Arq. Ciênc. Saúde Unipar

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As elevadas mudanças nas estruturas sociais e familiares, cada vez mais complexas, bem como a necessidade de novas práticas de inclusão social e de integração escolar vêm exigindo cada vez mais do professor. Essa realidade pode desenvolver estresse, ansiedade e até mesmo depressão nos docentes. É necessário alertar os educadores sobre os perigos que essas enfermidades podem apresentar, tanto na vida profissional quanto na vida pessoal, pois muitos desses profissionais são afastados justamente devido a essas doenças. Suspeita-se que indivíduos estressados estão mais propensos a desenvolver quadros depressivos, então este estudo verificou esta hipótese em professores da rede pública do sudoeste do Paraná. Foi realizado um estudo prospectivo, experimental e longitudinal, com o objetivo de detectar a percentagem de professores da rede pública que apresentam altos níveis de estresse e depressão e alertá-los sobre os problemas decorrentes destas patologias. Foram utilizados dois questionários validados de autopreenchimento para verificar a severidade de distúrbios psiquiátricos não psicóticos, relacionados ao estresse e depressão. Os escores obtidos a partir da somatória das questões respondidas pelos professores no questionário GHQ-12 e no Inventário de Beck foram analisados através dos testes de Kruskal-Wallis e quando possível por ANOVA de uma via, e foram considerados significantes quando o p < 0,05. Dos 106 professores participantes da pesquisa, 46,2% deles sofrem de algum nível de estresse psicossomático e 21,7% possuem características de depressão. Esses números demonstram a necessidade de uma maior visibilidade da questão e o auxílio a esses profissionais, procurando melhorar a qualidade de vida dessa categoria profissional.

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“…Moreover, due to the need of schools to consider the students in a biopsychosocial perspective (Moreira, Oliveira et al, 2012;Moreira, Crusellas, Sá, Gomes, & Matias, 2010), this instrument has the potential to contribute to the understanding of how these dimensions relate to other relevant school-or teacher-related dimensions (e.g. Moreira, Pinheiro, Gomes, Cotter, & Ferreira, 2013).…”

Section: Discussionmentioning

confidence: 99%

The Students’ Perceptions of School Success Promoting Strategies Inventory (SPSI): Development and validity evidence based studies

et al. 2014

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Students' perceptions about school success promotion strategies are of great importance for schools, as they are an indicator of how students perceive the school success promotion strategies. The objective of this study was to develop and analyze the validity evidence based of The Students' Perceptions of School Success Promoting Strategies Inventory (SPSI), which assesses both individual students' perceptions of their school success promoting strategies, and dimensions of school quality. A structure of 7 related factors was found, which showed good adjustment indices in two additional different samples, suggesting that this is a well-fitting multi-group model (p < .001). All scales presented good reliability values. Schools with good academic results registered higher values in Career development, Active learning, Proximity, Educational Technologies and Extra-curricular activities (p < .05). SPSI showed to be adequate to measure within-schools (students within schools) dimensions of school success. In addition, there is preliminary evidence for its adequacy for measuring school success promotion dimensions between schools for 4 dimensions. This study supports the validity evidence based of the SPSI (validity evidence based on test content, on internal structure, on relations to other variables and on consequences of testing). Future studies should test for within- and between-level variance in a bigger sample of schools.

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Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

Cited by 8 publications

References 62 publications

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Avaliação Dos Níveis De Estresse E Depressão Em Professores Da Rede Pública Do Município De Francisco Beltrão - Pr

The Students’ Perceptions of School Success Promoting Strategies Inventory (SPSI): Development and validity evidence based studies

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