The changes that the regulatory institutions have imposed on the Italian school system over the last decades may actually result in contradictory effects at the individual and organizational levels: resistance or indifference on the one hand and training or coping strategies on the other. The paper focuses on the impact of such changes on teachers, as professional workers within public schools and individual participants of change. The paper refers to psychosocial training as a coping strategy, analysing how school teachers deal with work-related stress, and what impact a training intervention might have on some individual dimensions. Subsequently, in the longitudinal study presented, we analysed whether the training intervention conducted was effective in terms of learning and change. The case under consideration is a primary school located in the South of Italy, and the participants in the training and research were 92 female teachers. In order to investigate the effectiveness of the designed and applied training programme, we measured how some important psychological dimensions have changed over time: self-efficacy, job satisfaction and interpersonal strain. According to a sociological learning approach, the results suggest the effectiveness of training programmes as enablers of change and solutions to some change paradoxes; when they respond to the identified needs, they are based on practical activities that require a collective participation, they focus on social relationships and processes and the knowledge is created through the transformation of experience. In the school context, the psychosocial training might represent a solution, if not a prevention strategy, for change management.
|Titolo:||Psychosocial training: a case of self-efficacy improvement in an Italian school|
|Data di pubblicazione:||2014|
|Tipologia:||1.1 Articolo in rivista|
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