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Psicologia Escolar e Educacional

versão On-line ISSN 2175-3539

Resumo

LEMOS, Jéssica Michelis  e  BATISTA, Ana Priscila. The relationship between self-concept of children and teacher leadership styles. Psicol. Esc. Educ. [online]. 2017, vol.21, n.1, pp.53-63. ISSN 2175-3539.  https://doi.org/10.1590/2175-3539201702111069.

The teacher-student interaction is essential for the development of children. This interaction influences several aspects of the child's behavior, among them, the self-concept. This study aimed to verify the relationship between self-concept in children and teacher leadership styles. A total of 124 students with a mean age of 9.5 (SD = 1.29), 4th and 5th years of Elementary School, from public schools participated in this study. Two instruments were used to collect data, the Child-Youth Self-Concept Scale (EAC-IJ) and the Teacher Leadership Styles Inventory (IELP). The results showed three correlations, one positive and two negative, as well as the classification of teacher leadership styles and the classification of children's self-concepts. The study points to the need to consider the social relations established in the school and promote a reflection on the importance of these relationships for child development.

Palavras-chave : Self-concept; teacher-student interaction; leadership.

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