Psychological contract in the teacher-student relationship in higher education: terms of their content
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Abstract
The Higher Education’s mission includes clear goals which are a catalyst for technological, social and cultural advances, based on the essential strategies for society’s development and economic enhancement. More than just to contextualize the learning process, the skills development and the creation and diffusion of knowledge, from the more general conception of educational policies to the pedagogical methods process within itself, it is imperative that research includes perspectives that allow to perceive the psychosocial dimension of their primary intervenients – Teacher and Student – in a multidimensional space in which action occurs and under the influence of several sides. In this article we aim to contribute to the development of research in the psychosocial relationship between teacher and student, in a classroom context. Firstly, we present a brief summary of the literature studied on this matter, namely in the context of the teacher-student relationship. Then, we emphasize the setting of the psychological contract construct within the specific context of the study, with a fundamental purpose which strengthens the conceptual archetypes. This is a study of a qualitative nature, and its data was obtained through two questionnaires, one for teachers and another for students of public higher education. Through content analysis, it was possible to draw up result frameworks of reference which identify the content terms of the teacher’s psychological contract as well as the student’s, the teacher’s in relation to the student and the student’s in relation to the teacher. From this final data cross-checking it can be concluded that there are discrepancies between what the students and the teachers most value within the mental framework of performance perceptions in relation to each other.
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