This study analyzes the critical aspects of the professional life of primary school teachers in a southern European context. The social changes of the last two decades have profoundly impacted teachers’ well-being, putting a strain on their ability to adapt to sometimes unfair working conditions. For this purpose, we interviewed twenty teachers (M = 38.85; DS = 9.17) from different areas of Italy and analyzed data using the grounded theory method. Through a data analysis, we summarized and emphasized eight core themes. The results show the effects of the gradual impoverishment of the recognition for the role of the teacher, highlighting the difficulty for teachers in renegotiating more flexible workload assessments and reinforcing psycho-emotional skills for developing a teaching methodology that is attentive to the psycho-emotional needs of their pupils. Schools emerge as a rigid working context where a competent organizational function is often absent. The practical psychological implications of this are discussed.

This study analyses key aspects of the professional life of primary school teachers in a southern European context. In the social changes of last two decades profoundly impacted the well-being of teachers putting a strain on their ability to adapt to sometimes unfair working conditions. For this purpose twenty teachers (M = 38.85; DS = 9.17) were interviewed from different areas of Italy, data were analyzed using the Grounded Theory Method. Through data analysis were summa-rize and emphasize eight core themes. The results show the effects of a gradual impoverishment of the recognition of the role of teacher, highlighting the difficulty for teachers of renegotiating more flexible workload assessments and of reinforcing psycho-emotional skills for the development of a teaching methodology attentive to the psycho-emotional needs of pupils. Schools emerge as a rigid working context, in which a competent organizational function is often absent. Practical psychological implications are discussed.

The paper is part of the debate on training key competencies for worker success and well-being (OECD, 2021). The purpose of the study is to investigate the role of socio-emotional competencies of educational professionals and the ways in which the organizational context supports them, through some specific practices such as supervision. Indeed, emotional intelligence affects the success and satisfaction of workers, protecting them from emotional exhaustion, work-related stress and burnout (D’Amico, Geraci, & Tarantino, 2020; Goleman, 1998). A questionnaire was administered to 105 education professionals. The results show that emotional intelligence protects against burnout and positively influences perceptions of the work context. Competenze socio-emotive per il successo e il benessere lavorativo dei professionisti dell’educazione. Il contributo si inserisce nel dibattito sulla formazione delle competenze chiave per il successo e il benessere dei lavoratori (OECD, 2021). Lo scopo dello studio è indagare il ruolo delle competenze socio-emotive dei professionisti dell’educazione e le modalità attraverso cui il contesto organizzativo le supporta, attraverso alcune pratiche specifiche come la supervisione. Infatti, l’intelligenza emotiva influisce sul successo e la soddisfazione dei lavoratori, proteggendoli dall’esaurimento emotivo, lo stress lavoro-correlato e il burnout (D’Amico, Geraci, & Tarantino, 2020; Goleman, 1998). È stato somministrato un questionario a 105 professionisti dell’educazione. I risultati mostrano che l’intelligenza emotiva protegge dal burnout e influenza positivamente le percezioni del contesto di lavoro.

The paper explores the role of pedagogical supervision in different educational contexts as a professional support tool that organizations promote to foster organizational learning and support effective workplace changes. The results of a qualitative survey of 39 educational professionals working in different contexts are presented, to explore their perceptions of supervision through semi-structured interviews. Reflective thematic analysis identified several categories describing the distinctive characteristics, benefits, and factors that make supervision effective, including: emotional and professional support, regularity of meetings, supervisor competence, and the importance of a structured approach to clear and defined goals. Lavorare con la supervisione pedagogica: esperienze e riflessioni dei professionisti dell’educazione. Il contributo esplora il ruolo della supervisione pedagogica nei diversi contesti educativi, come strumento di supporto professionale che le organizzazioni promuovono per favorire l’apprendimento organizzativo e sostenere cambiamenti efficaci nei luoghi di lavoro. Vengono presentati i risultati di un’indagine qualitativa condotta su 39 professionisti dell’educazione operanti in diversi contesti, con l’obiettivo di esplorare la loro percezione della supervisione attraverso interviste semi-strutturate. L’analisi tematica riflessiva ha permesso di identificare diverse categorie che descrivono le caratteristiche distintive, i benefici e i fattori che rendono la supervisione efficace, tra cui: il supporto emotivo e professionale, la regolarità degli incontri, la competenza del supervisore e l’importanza di un approccio strutturato per obiettivi chiari e definiti.

The PCTO guidelines (DM 774/2019) define the quality criteria for these educational pathways in terms of flexible planning, active student engagement, and formative assessment. This paper presents the results of a study conducted as part of a PRIN 2022 project based on quantitative data collected in five case studies in Italian educational institutions. Results reveal that all PCTO quality indicators are positively correlated with school satisfaction. However, in the regression model, only the usefulness of PCTO in terms of guidance, and the support and usefulness of the internal tutor are associated with higher school satisfaction and, indirectly, lower dropout intentions. Indicatori di qualità dei PCTO, soddisfazione degli studenti e abbandono scolastico: uno studio in tre regioni italiane. Le linee guida dei PCTO (DM 774/2019) definiscono i criteri di qualità di questi dispositivi formativi in termini di progettazione flessibile, partecipazione attiva degli studenti e valutazione formativa. Questo contributo presenta i risultati di uno studio condotto nell’ambito di un progetto PRIN 2022, basato su dati quantitativi raccolti in studi di caso in cinque istituti scolastici italiani. Tutti gli indicatori di qualità dei PCTO risultano positivamente correlati alla soddisfazione scolastica. Tuttavia, nel modello di regressione, solo l’utilità dei PCTO in termini di orientamento e il supporto e l’utilità del tutor interno sono associati a una maggiore soddisfazione scolastica e, indirettamente, a minori intenzioni di abbandono.