English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

As several international researches have shown, the affective domain plays a crucial role in teaching, especially in times of educational reforms that represent a potential stressor. The purpose of this article is to present the preliminary phases of a work in progress consisting of a series of studies about some psychological aspects of the teaching profession coping with change. Inspired by a recent, substantial reform of the Italian high-school system, our research project is aimed at expanding the body of findings on teacher emotional intelligence, an emerging topic in educational psychology, as it is demonstrated by a flourishing literature. The relationships between emotional intelligence, self-efficacy beliefs, job satisfaction and burnout are the other areas included in our investigation. A sample of about 350 Italian highschool teachers was asked to complete anonymously a battery of self-report questionnaires. Data analyses are currently being performed. Our work intends to be a significant contribution to the debate about emotional intelligence as a plausible protective factor against teachers’ vulnerability heightened by an increased performativity demand.

Emotional Intelligence as a Protective Factor in Times of Educational Reforms: First Steps of an Investigation on Italian High-School Teachers