HOW TEACHERS THINK ABOUT RELATIONAL CONTEXT AND ABOUT LEADERSHIP – THE VOICE OF TEACHERS

Authors

  • Jaqueline Cruz Faculty of Human Kinetics - University of Lisbon & Estrada da Costa 1499-002 – Cruz Quebrada, Dafundo – Portugal
  • Margarida Gaspar de Matos Faculty of Human Kinetics - University of Lisbon & Estrada da Costa 1499-002 – Cruz Quebrada, Dafundo – Portugal
  • José Alves Diniz Faculty of Human Kinetics - University of Lisbon & Estrada da Costa 1499-002 – Cruz Quebrada, Dafundo – Portugal

Keywords:

Image, Leadership, Relationship, Teachers, Thematic Analysis

Abstract

The professional context of teachers has evolved, focusing more on its relational abilities and leadership, because they allow a closeness with the students aiming the success. This article consists on data obtained through the thematic analysis of two focus groups and an open question. The software used in the treatment was the Nvivo 10.

In the focus groups participated 12 teachers of various disciplines, teaching in middle/high schools in the Lisbon region (Portugal). They had a mean age of 49.3 and a standard deviation of 8.0. In the open question 132 teachers answered, with a mean age of 47.1 and a standard deviation of 8.0.

The main conclusions have to do with the mutual influence between the aspects of the relationship and leadership in the school context, allowing the creation of an explanatory model. The leadership style influences the teacher/student relationship in the classroom, particularly in the pedagogical relationship.

Additional Files

Published

07-10-2023

How to Cite

Jaqueline Cruz, Margarida Gaspar de Matos, & José Alves Diniz. (2023). HOW TEACHERS THINK ABOUT RELATIONAL CONTEXT AND ABOUT LEADERSHIP – THE VOICE OF TEACHERS. International Educational Applied Scientific Research Journal, 2(3). Retrieved from https://ieasrj.com/journals/index.php/ieasrj/article/view/27

Issue

Vol. 2 No. 3 (2017): MARCH ISSUE, INTERNATIONAL EDUCATIONAL APPLIED SCIENTIFIC RESEARCH JOURNAL

Section

Articles