Session Information
32 SES 09, Organizational Culture and Organizational Learning. Studies on Companies and Schools
Paper Session
Contribution
The school is a complex environment, where the relational aspect is predominant. The relationship between teachers and students is characterized by emotional and affective aspects which influence the educational setting and the classroom wellbeing. In the last decades, the educational research has paid attention to these aspects, highlighting their importance for the organization’s daily practices. Particularly, participative approaches in the organizational research involve teachers as reflective practitioners in the understanding the implicit dimensions of their professional development. This exploratory study aims to contribute to the analysis of the emotional styles of future teachers and their relationship with the classroom climate. Previous studies (Day, 2011, Salzberger-Wittemberg, Osborne, Williams, 2004).) demonstrated that the emotional education at school is a fundamental challenge for school, for preventing the infant distress and promote wellbeing in individuals and groups. Nevertheless, the school carries on this task contradictorily. From one side, teachers privilege the instructional practices underestimating the role of the emotions in learning. From the other side, teachers are willing to endorse emotional education training, but as a separate part of the curriculum (Baldacci, 2008). Educational research outlined integrated pathways which combine different scientific perspectives. However, it is important to monitor their applications in the classroom, studying their effects on other fundamental aspects such as the classroom climate. «The classroom climate can be described along positive and negative dimensions. Positive climate encompasses the degree to which students experience warm caring relationships with adults and peers and enjoy the time they spend in the classroom. Negative climates are those in which students experience frequent yelling, humiliation, or irritation in interactions with teachers and peers» (Pianta et al. 2012, 373). Taking care of students’ emotions, considered as intelligent appraisals of a world that we do not control, in the light of our own most significant goals and plans (Nussbaum, 2001), teachers can foster motivation to learn and positive attitudes toward school. So, this study tries to identify what kind of emotional styles teachers show in the classroom, to help them to understand the importance of caring practices and affective support for the educational growth of all the members of the school community. Particularly, teachers should build a positive relationship with their students, managing the accepted asymmetry between adults and children and avoiding that it becomes a psychological distance that represents a defense mechanism. This is important also for teachers human and professional development. As all adults - basically grown children - including teachers at the same time feel the need and the fear of being loved. Teachers want to be loved, but to compensate, at times, needs and emotional voids in personal life (Riva, 2015).
Method
Expected Outcomes
References
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