Coinvolgimento lavorativo degli educatori del nido e degli insegnanti della scuola dell’infanzia: studio quali-quantitativo

Simona De Stasio, Francesca Boldrini, Benedetta Ragni, Chiara Bacile, Eleonora Tacconelli, Paula Benevene

Resumen


La letteratura mostra come il coinvolgimento lavorativo, l’entusiasmo e il vigore dei docenti siano predittivi delle prestazioni lavorative ed abbiano un effetto benefico sulle relazioni positive insegnante-studente e sugli esiti accademici degli studenti (Bakker, Schaufeli, Leiter & Taris, 2008; Bakker, Van Emmerik & Euwema, 2006; Duckworth, Quinn & Seligman, 2009). L’obiettivo del presente studio di carattere quali-quantitativo è stato duplice: 1) valutare il ruolo predittivo,  sul coinvolgimento lavorativo degli operatori dei servizi educativi e scolastici 0/6 anni, di variabili disposizionali (benessere soggettivo, compassione, affettività disposizionale positiva)  e di natura socio-contestuale (strategie proattive auto ed etero regolative, clima costruttivo); 2) esplorare sul piano qualitativo le dimensioni di promozione del benessere nei servizi. Ad un gruppo di 189 educatori e insegnanti della scuola dell’infanzia sono stati somministrati l’UWES-17 (Schaufeli & Bakker, 2004), la Santa Clara Brief Compassion Scale (Hwang, Plante, & Lackey, 2008), la Proactive Strategy Scale (Salmela-Aro, 2009), la Positive and Negative Affect Schedule (Watson, Clark, & Tellegen,  1988), la Subjective Happiness Scale (Lyuborminsky & Lepper, 1999) la Teacher self-efficacy ed un intervista qualitativa costruita ad hoc sugli aspetti di promozione del benessere. I principali esiti quantitativi evidenziano come a parità di benessere soggettivo e di affettività disposizionale positiva, la compassione e le strategie proattive sono predittori di un maggior coinvolgimento lavorativo.

Palabras clave


engagement; educatori del nido; insegnanti della scuola dell’infanzia; compassione; strategie proattive; benessere soggettivo

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DOI: http://dx.doi.org/10.17060/ijodaep.2018.n2.v1.1365

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