Psycho-aptitude test for professors? For 9 out of 10 students it is necessary: 'Titles are not enough to be on the professorship'

Are qualifications and competitions, essentially based on theory, enough to be ready, in practice, to teach? And above all, is it possible to think that suitability, assessed through entry selection, is valid until the end of time? According to those directly concerned, namely the students, the answer is unequivocally "no". An instant poll carried out by Skuola.net through its social channels, on a sample of 780 school and university pupils, shows that 90% of them are in favour of the introduction of psycho-aptitude tests for those who have to get on the teaching staff. A net figure, reflecting a widespread perception: teaching is not just about transmitting notions, but managing relationships, pressures and complex dynamics.

The survey comes in the wake of a news story that has caused a stir in recent days: the case of the middle school teacher who, faced with insistent requests for clarification from some students on how to carry out an assignment, reacted by cutting the hair of one of them.

The topic, however, does not remain confined to numbers. Because many wanted to argue their answer. Bringing out a widespread feeling among the students: preparation is not enough if balance in classroom management is lacking. There are those who stress that "even before teaching, a teacher should be able to manage stress and the relationship with students", and those who point out that "some professors are not ready to be in the classroom, especially when faced with pressure situations". There are also more direct comments, which speak of personal experiences: episodes of nervousness, sudden outbursts or attitudes perceived as excessive in relation to the school context.

A climate, this, that is also confirmed by more structured data. According to a recent survey conducted again by Skuola.net together with the National Association of Principals (ANP), involving over 5,000 students, the relationship with teachers historically presents great criticalities. One element, above all, should make one think: as many as 87% of students say they have felt undervalued or even humiliated by a teacher's behaviour at least once. For 30% this happens frequently, to another 57% it happens occasionally. This explains, then, why the demand for more extensive assessment tools - including psychological ones - is so strongly felt among pupils.

The same survey also shows how students redefine the concept of a teacher's 'skill'. It is not just a question of knowledge. For 8 out of 10, i.e. the overwhelming majority, the ability to motivate and enhance students, along with the ability to communicate and involve, are crucial.