School diagnostic: Perceptions of educational professionals
Author(s) / Creator(s)
Caridade, Sónia
Nunes, Laura
Sani, Ana
Abstract / Description
Aim: The school is a privileged context to prevent certain problems that may begin during the development of young students. The main objective is to assess the perceptions of educational professionals about the school structure, functioning, and organization, as well as students’ behaviors. Method: We developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6). Results: Despite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school. Conclusion: It is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.
Keyword(s)
school assessment perceptions educational professionalsPersistent Identifier
Date of first publication
2015-07-31
Journal title
Psychology, Community & Health
Volume
4
Issue
2
Page numbers
75–85
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Caridade, S., Nunes, L., & Sani, A. (2015). School diagnostic: Perceptions of educational professionals. Psychology, Community & Health, 4(2), 75–85. https://doi.org/10.5964/pch.v4i2.120
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Author(s) / Creator(s)Caridade, Sónia
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Author(s) / Creator(s)Nunes, Laura
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Author(s) / Creator(s)Sani, Ana
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PsychArchives acquisition timestamp2018-12-06T06:49:09Z
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Made available on2018-12-06T06:49:09Z
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Date of first publication2015-07-31
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Abstract / DescriptionAim: The school is a privileged context to prevent certain problems that may begin during the development of young students. The main objective is to assess the perceptions of educational professionals about the school structure, functioning, and organization, as well as students’ behaviors. Method: We developed an exploratory study using a questionnaire, applied to a sample of 81 educational agents, teachers and non-teachers, aged between 25 and 62 years (M = 45.8, SD = 10.6). Results: Despite the positive perception of the participants about the physical school environment, it is necessary to create spaces for leisure and sport, logistic conditions and multidisciplinary teams in order to maximize the overall good functioning of schools. Adding to this, participants described the participation of parents in the school life as negative; they also identified several disruptive behaviours among students and referred to a general lack of active participation in life school. Conclusion: It is important to create action plans in schools, which should be multimodal and multi-agent in order to have intervention perspectives with connected actions developed by different educational agents.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationCaridade, S., Nunes, L., & Sani, A. (2015). School diagnostic: Perceptions of educational professionals. Psychology, Community & Health, 4(2), 75–85. https://doi.org/10.5964/pch.v4i2.120en_US
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ISSN2182-438X
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1915
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2281
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/pch.v4i2.120
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Keyword(s)schoolen_US
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Keyword(s)assessmenten_US
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Keyword(s)perceptionsen_US
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Keyword(s)educational professionalsen_US
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Dewey Decimal Classification number(s)150
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TitleSchool diagnostic: Perceptions of educational professionalsen_US
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DRO typearticle
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Issue2
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Journal titlePsychology, Community & Health
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Page numbers75–85
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Volume4
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Visible tag(s)Version of Record