Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
The relational dimension within the school organisation is crucial for the well-being of those involved. Collaborative work and mutual trust between colleagues are essential for improving teachers' professional effectiveness and have positive effects on student learning (Wullschleger et al, 2023). For this reason, social intelligence is a key construct for the development of teaching professionalism, as outlined by Albrecht's (2006) model. The exploratory survey conducted with 180 primary and pre-school teachers at the University of Palermo adopted a qualitative/quantitative framework through the implementation of a structured questionnaire (171 responses) constructed from the perspective of Cantor and Kihlstrom (2000) and Albrecht (2006a; 2006b) and a semi-structured focus group (9 participants) and examines teachers' perceptions of the construct of Social Intelligence. The initial results of the exploratory study suggest the need to develop training sessions on Social Intelligence in initial teacher training in order to cultivate the relational dimension appropriate for building and maintaining adequate well-being within the school organisation.
