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Bem-estar docente: uma teia da sua multidimensionalidade
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Resumo(s)
O bem-estar docente necessita de ser mais bem compreendido, não só porque
existem diversos desafios nos sistemas de educação atuais, mas também devido ao
impacto que tem na qualidade do ensino e, consequentemente, na aprendizagem dos
alunos. No entanto, não existe um consenso sobre a sua definição e as dimensões que o
compõem. O presente estudo teve como objetivo descrever a multidimensionalidade do
bem-estar docente e avaliar a reciprocidade e força das relações entre as variáveis das
suas dimensões (bem-estar social, bem-estar físico e mental, bem-estar cognitivo e bemestar
subjetivo). Com este intuito, obteve-se a participação voluntária de 1822 docentes
portugueses, desde o ensino pré-escolar ao fim do ensino secundário, 81,9% do género
feminino e 18,1% do género masculino, que responderam a um questionário de oito
escalas relativas às dimensões do bem-estar docente. Os resultados comprovaram que
todas as variáveis estavam significativamente correlacionadas e, com recurso à análise
de redes, foi possível ilustrar as diversas conexões entre variáveis, o que suportou a
estrutura teórica de dimensões do bem-estar docente. Além disso, a variável
Envolvimento dos Estudantes destacou-se como sendo uma variável chave na rede do
bem-estar, devido à sua elevada centralidade de força, seguida da Relação com o Diretor
– também se confirmou que ambas as variáveis eram preditoras significativas do bem estar
mental. Em suma, comprovou-se a multidimensionalidade do bem-estar docente, a
reciprocidade das relações das suas variáveis e revelaram-se variáveis chave que podem
ser relevantes para investigações futuras.
Teacher well-being needs to be better understood, not only because of the several challenges of current education systems, but also because of the impact it has on teaching quality and consequently on student learning. However, there is no consensus about its definition or the dimensions that encompass it. The present study aimed to describe the multidimensionality of teacher well-being and to assess the reciprocity and strength of the relationships between the variables of its dimensions (social well-being, physical and mental well-being, cognitive well-being and subjective well-being). Therefore, the voluntary participation of 1822 Portuguese teachers was obtained, from kindergarten to the end of high school, 81,9% of whom were female and 18,1% were male, who answered a questionnaire composed of eight scales in relation to the teacher well-being dimensions. The results proved that all variables were significantly correlated and, applying the network analysis, it was possible to illustrate the various connections between variables, which supported the theoretical framework of the dimensions of teacher well-being. Furthermore, the variable Student Engagement stood out as being a key variable in the well-being network, due to its high strength centrality, followed by Relationship with the Principal – it was also confirmed that both variables were significant predictors of mental well-being. In conclusion, the multidimensionality of well-being and the reciprocity of the relationships of its variables were proved and key variables that might be relevant to future investigations were revealed.
Teacher well-being needs to be better understood, not only because of the several challenges of current education systems, but also because of the impact it has on teaching quality and consequently on student learning. However, there is no consensus about its definition or the dimensions that encompass it. The present study aimed to describe the multidimensionality of teacher well-being and to assess the reciprocity and strength of the relationships between the variables of its dimensions (social well-being, physical and mental well-being, cognitive well-being and subjective well-being). Therefore, the voluntary participation of 1822 Portuguese teachers was obtained, from kindergarten to the end of high school, 81,9% of whom were female and 18,1% were male, who answered a questionnaire composed of eight scales in relation to the teacher well-being dimensions. The results proved that all variables were significantly correlated and, applying the network analysis, it was possible to illustrate the various connections between variables, which supported the theoretical framework of the dimensions of teacher well-being. Furthermore, the variable Student Engagement stood out as being a key variable in the well-being network, due to its high strength centrality, followed by Relationship with the Principal – it was also confirmed that both variables were significant predictors of mental well-being. In conclusion, the multidimensionality of well-being and the reciprocity of the relationships of its variables were proved and key variables that might be relevant to future investigations were revealed.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.
Palavras-chave
Bem-estar Docente Bem-estar Social Bem-estar Cognitivo Análise de Redes Teacher Well-being Social Well-being Cognitive Well-being Network Analysis