A pool of 68 items (total) will be created for the Relational and Emotional Competence Questionnaire (RECQ) that will represents five dimensions of REC: self-awareness, social awareness, self-management, relationship management and responsible decision-making.
Specifically, during the first project meeting, then via e-mail, skype conference, whatsapp was to modify and improve the original idea. From this exchange, which also highlights the socio-cultural differences, especially in the personal data sheet, the following questionnaires were produced (total 68 items):
- Relational and Emotional Competences Questionnaire (RECQ) for teachers (for all teachers)24 items;
- Relational and Emotional Questionnaire (RECQ) for students (from 11 to 19 yeas old) 18 items;
- Obervational grids “well-being of class group REC” only for teachers with pupils from 3 to 10 years old17 items;
- Training customer satisfaction for teachers (in the last meeting of traning) 9 items.
Each item selects for the initial pool of items reflected one of the five areas in the framework. Sample items include: “I often get angry in classroom and I do not understand why”, “I get carried away only with my emotions” (RECQ for teachers – self awareness); “I am able to value individual differences within the class group.” and “I’m able to understand my students’ feelings” (REC for teachers – social awareness); “.I’m able to manage the class group in critical situations”, “I’m able to develop positive relationships with my students’ parents” (relationship management with students/classmates, colleagues and students families).
Two steps lead to the identification and development of the RECQ. Firstly, an extensive literature review to identify the key characteristics of each dimension of REC. Secondly, existing scales that tap into different aspects of REC will be examined and evaluated the items in terms of fidelity to the relevant construct, as well as clarity, including the semantics and language employed.
Some items have been inspired by some research carried out and several international articles (George et. Al, 2014; Karalyn, 2012) and a research funded by an Erasmus program (Life Learning) on relational and emotional skills 2012-2016 (European Assessment Protocol for Childrens SEL skills EAP SEL [Ref.n.57206–LLP–2012–IT] Comenius MultilateralProject). In fact, the Italian and Slovenian partners of the project were contacted in order to share material that could be useful for us in the construction of these questionnaires.
From the comparison and the exchange with the different experiences of the partners, matured in this area, some scales have been eliminated and others strengthened to give greater emphasis to relations in its different dimensions, without weighing the tool too much, but keeping it short and easy to use: in a horizontal way, between peers and colleagues, and in a vertical way with families, students and teachers.
In order to gather a range of data about teachers’ experiences in emotional education over the course of their career and their educational needs in this field and to capture their perception on teacher emotional competence pilot training programme, a survey questionnaire was built. The questionnaires will be also used to collect the basic data on the research participants, especially on their educational and workplace background, age, gender and teaching experience.
The resulting instrument, Relational and Emotional Competences Questionnaire (RECQ) for teachers (for all teachers) (24 items), containes four subscales with six items for each component: self awareness, social awareness, relationship management with students/classmates, relationship management with colleagues and students parents. It has been administered in the various languages (English, Italian, Romanian, Bulgarian, Norwegian, Slovenian), using a scale from 1 (Never) to 4 (Always) to all teachers participating in the “Training and R.E.C” (IO3) and non-participating teachers (control group) in different phases of the project. Much has been debated on the scale used to make research more efficient and standardized and eventually the compromise of using a 4-point likert scale has been reached.
The resulting instrument, Relational and Emotional Questionnaire (RECQ) for students (from 11 to 19 yeas old) (18 items) containes three subscales with six items for each component: self awareness, social awareness, relationship management with classmates/classgroup,. It has been administered in the various languages (English, Italian, Romanian, Bulgarian, Norwegian, Slovenian), using a scale from 1 (Never) to 4 (Always) to all students’ teachers participating in the “Training and R.E.C” (IO3) in different phases of the project.
The resulting instrument, Observational grids “well-being of class group REC” only for teachers with pupils from 3 to 10 years old (17 items), has the purpose of activating an observation by the teachers on their class group to highlight the presence of emotional and interpersonal skills among their students from 3 to 10 years, who can not directly administer a questionnaire given the tender age. It has been administered in the various languages (English, Italian, Romanian, Bulgarian, Norwegian, Slovenian), using a scale from 1 (Always) to 4 (Never).
The resulting instrument, Training customer satisfaction for teachers (in the last meeting of traning) (9 items) includes a series of closed-ended questions. The closed-ended questions is mainly connected with examining the research participants’ perception of the pilot programme and with the teachers’ experiences in emotional education and their educational needs in this field.
For example: ‘Can you think of an opportunity you’ve had in your school that links the topics we have explored together to practical problem-solving hands-on experience?’
The written replies to this question will help to collect data on the specific examples of learning transference by the participants. The analysis of the responses to this question will be important in identifying the themes and common answers that will give insights into the situations in which participants will see themselves as ‘more competent’ teachers who could better understand what constituted teaching in different situations in schools.
In the questionnaire there will be logbooks about the teachers’ emotional education. The teachers will be asked to describe how they had developed their emotional competence over the course of their careers and why they paid attention to developing this kind of teacher competences. The answers to this question will be very interesting and varied. There will be evident differences between teachers according to their teaching experience.
The teachers will comment on their situation as far as the training focused on teacher emotional competence is concerned.
In order to ascertain the reasons underlying the teachers’ participation in the pilot programme “Training and R.EC.” the open-ended questions will be directed to them: (i) why they decided to take part in the programme and (ii) whether they saw the necessity to introduce the programme on the emotional competence into the educational offer for teachers and if so, why.
All teachers “R.E.C” (625) and their students (about 6000, an average of 10 students to teachers) will have to complete the “Schoolkit: questionnaires and observational grilles regarding R.E.C.” (Output ID: 01) in different phases of the project. In parallel, the same number of teachers, who not participate in training R.E.C. (control group), have to fill the online schoolkit too. This practice will allow to compare results and assess the effectiveness of the proposed intervention.