Entropy is understood as the measure of the lack of detailed information about a system, it is also associated with the concept of disorder. This paper sets out a survey for the assessment of entropy in the school context, considering the class as a high entropy risk environment, especially in the classes where there is the presence of children with ADHD (Attention Deficit Hyperactivity Disorder) or with behavioral disorders serious. In this perspective, in order to analyze the structural entropy and individual entropy of teachers, a Principal Components Analysis was conducted on the data collected through the administration of two questionnaires (the QUEI-s and the QUEI-p), on a sample of 150 preschool, primary and secondary school teachers. The results here exposed concern only the first of the questionnaires and have shown that the variables that contribute significantly to the explanation of the phenomenon are above all the number of students, the inefficient structure of the classrooms and the presence of rules.
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