Critical Indicators for Assessing Educational Social Skills in Difficult Interpersonal Situations

Abstract During the teaching-learning process, the classroom is affected by interpersonal conflicts. This requires the teacher to deal with difficult situations for much of the class time. In this context, this study aimed to construct indicators of criticality by associating frequency of occurrence, degree of emotional discomfort and probability of occurrence of educational social skills in the face of interpersonal situations considered difficult to class. 200 teachers from public and private schools attended. The inventory had 19 items. There were seven uncritical situations, eight moderate and four very critical. These results may lead to a discussion of how teachers deal with these situations and how well they are able to exercise their profession with social competence.