Study of empathy in institutionalized adolescents with psychological accompaniment in PIAC (integrated plan of support to community) self-efficacy of school directors: some aspects that interfere in suas crenças

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Published: Sep 18, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v2.471
Keywords:
self-efficacy leadership motivation

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Daniela Couto Guerreiro-Casanova
Universidade Estadual de Campinas
Roberta Gurgel Azzi
Universidade Estadual de Campinas
Miguel Henrique Russo
Universidade Nove de julho

Abstract

This study refers to the analysis of the testimony of two school principals about their perceptions concerning the matters that may have potentiated oscillations in their self-efficacy beliefs to exercise leadership to promote school spirit among students and motivate teachers. The study was performed through two distinct phases, using as instruments the Principal Questionnaire and specific questions about the barriers and facilities that could have caused fluctuations in perceptions of self-efficacy. It was verified that the absence of compliance, insecurity, poor external examination results and the political context are seen as aspects of contexts that stand as barriers to self-efficacy belief. Notwithstanding, the desire to achieve better results, the support of the staff and faculty enhancement were identified as aspects that seem to act as facilitators. The results were discussed in order to seek integration between building self-efficacy of school principals, the social conditions in which schools are embedded and educational policies currently in place in public schools in the state of São Paulo, Brazil. These suggest that educational policies that permeate the schoolwork are more important than the social conditions from which students are drawn to promote the school principals belief efficacy.

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How to Cite
Couto Guerreiro-Casanova, D., Gurgel Azzi, R., & Henrique Russo, M. (2014). Study of empathy in institutionalized adolescents with psychological accompaniment in PIAC (integrated plan of support to community) self-efficacy of school directors: some aspects that interfere in suas crenças. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 547–554. https://doi.org/10.17060/ijodaep.2014.n1.v2.471
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Vol. 2 No. 1 (2014): EDUCATIONAL PSYCHOLOGIST
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Articles
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