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portuguesA inteligencia emocional tem motivado um interesse progressivo no dominio da educacao. No entanto, nao tem sido suficientemente investigada em professores. Como tal, este estudo teve por objetivo adaptar e validar o Emotional Skills and Competence Questionnaire (ESCQ) para professores portugueses. O ESCQ constitui um instrumento de autorrelato da inteligencia emocional, tendo por base o modelo teorico de Mayer e Salovey (1997). A amostra foi constituida por 958 professores dos ensinos basicos e secundario. Foram administrados os seguintes questionarios: Questionario de Inteligencia Emocional do Professor (QIEP), e o Rahim Organizational Conflict Inventory-II– Portuguese Version in School Context (ROCI-II-PViSC). A analise estatistica incluiu a tecnica de modelacao de equacoes estruturais, tendo por suporte o SPSS/AMOS 25. Desta adaptacao e validacao resultou o QIEP, um instrumento de avaliacao da inteligencia emocional para professores. Os resultados da analise fatorial confirmatoria demonstram o ajustamento da estrutura fatorial original. O QIEP apresentou um coeficiente de confiabilidade robusto e as diversas caracteristicas psicometricas evidenciaram a adequada validade e fiabilidade do instrumento. Em conclusao, os resultados deste estudo fornecem evidencias de que o QIEP pode ser usado como instrumento para avaliar a inteligencia emocional dos professores, no contexto portugues, podendo ser usado em futuros estudos e praticas educativas. EnglishEmotional intelligence is a growing area of interest in education. Up to now, however, little research attention has been paid to the question of teacher emotional intelligence, probably owing to the lack of assessment tools. The aim of the study reported here was to adapt and validate the Emotional Skills and Competence Questionnaire (ESCQ) for Portuguese teachers. ESCQ is a self-report instrument for measuring emotional intelligence, based on the theoretical model of Mayer and Salovey (1997). A sample of 958 school teachers was supplied with the following survey instruments: the Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T), and the Rahim Organizational Conflict Inventory-II – Portuguese Version in School Context (ROCI-II-PViSC). The statistical analysis included structural equation modelling using SPSS/AMOS 25 to adapt and validate the ESCQ-T, an instrument for assessing teacher emotional intelligence. The results of the confirmatory factor analysis showed a good fit with the original factor structure. The ESCQ-T also showed a robust reliability coefficient and good psychometric validity and reliability. The study demonstrates that the Portuguese version of the ESCQ-T is a valid instrument for assessing teacher emotional intelligence and may be used in future studies and in relation to educational practice.

Questionário de inteligência emocional do professor: adaptação e validação do “Emotional Skills and Competence Questionnaire”