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A relação entre a perceção dos docentes acerca da indisciplina em sala de aula, as crenças de autoeficácia para a gestão do comportamento, resiliência e compromisso com a profissão
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Abstract(s)
O presente estudo teve como objetivo analisar as relações entre as perceções dos professores acerca da indisciplina em sala de aula, as suas crenças de autoeficácia na gestão do comportamento, a resiliência profissional e o compromisso com a profissão docente. Participaram 818 professores do ensino básico ao ensino secundário, que responderam a um questionário online composto por duas partes: uma para recolha de dados sociodemográficos e outra com quatro instrumentos que avaliaram as variáveis em estudo.
Os resultados indicaram que professores com maior perceção de resiliência tendem a apresentar crenças mais elevadas de autoeficácia na gestão do comportamento. Verificou-se também que níveis mais altos de autoeficácia se associam a um maior compromisso com a profissão docente. Além disso, a perceção da frequência de comportamentos indisciplinados relaciona-se negativamente com as crenças de autoeficácia, a resiliência e o compromisso profissional: quanto maior a perceção de indisciplina, mais baixas tendem a ser essas variáveis. Adicionalmente, os professores do terceiro ciclo percecionaram mais frequentemente comportamentos de indisciplina em comparação com os dos outros níveis de ensino. Por outro lado, os anos de serviço docente não demonstraram uma relação estatisticamente significativa com as crenças de autoeficácia na gestão do comportamento.
Concluiu-se que uma maior perceção de comportamentos indisciplinados está associada a níveis mais baixos de autoeficácia, resiliência e compromisso profissional. Este estudo contribui para o conhecimento acerca da problemática da indisciplina escolar, destacando a importância de promover ambientes educativos mais saudáveis e eficazes.
The present study aimed to analyse the relationships between teachers' perceptions of classroom indiscipline, their beliefs about self-efficacy in behaviour management, professional resilience, and commitment to the teaching profession. A total of 818 teachers from primary to secondary education participated in the study, responding to an online questionnaire consisting of two parts: one for collecting sociodemographic data and another with four instruments that assessed the variables under study. The results indicated that teachers with a greater perception of resilience tend to have higher beliefs of self-efficacy in behaviour management. It was also found that higher levels of self-efficacy are associated with greater commitment to the teaching profession. In addition, the perception of the frequency of unruly behaviour is negatively related to beliefs of self-efficacy, resilience and professional commitment: the greater the perception of unruliness, the lower these variables tend to be. In addition, third-cycle teachers perceived indiscipline more frequently than teachers at other levels of education. On the other hand, years of teaching service did not show a statistically significant relationship with beliefs about self-efficacy in behaviour management. It was concluded that a greater perception of unruly behaviour is associated with lower levels of self-efficacy, resilience and professional commitment. This study contributes to knowledge about the problem of school indiscipline, highlighting the importance of promoting healthier and more effective educational environments.
The present study aimed to analyse the relationships between teachers' perceptions of classroom indiscipline, their beliefs about self-efficacy in behaviour management, professional resilience, and commitment to the teaching profession. A total of 818 teachers from primary to secondary education participated in the study, responding to an online questionnaire consisting of two parts: one for collecting sociodemographic data and another with four instruments that assessed the variables under study. The results indicated that teachers with a greater perception of resilience tend to have higher beliefs of self-efficacy in behaviour management. It was also found that higher levels of self-efficacy are associated with greater commitment to the teaching profession. In addition, the perception of the frequency of unruly behaviour is negatively related to beliefs of self-efficacy, resilience and professional commitment: the greater the perception of unruliness, the lower these variables tend to be. In addition, third-cycle teachers perceived indiscipline more frequently than teachers at other levels of education. On the other hand, years of teaching service did not show a statistically significant relationship with beliefs about self-efficacy in behaviour management. It was concluded that a greater perception of unruly behaviour is associated with lower levels of self-efficacy, resilience and professional commitment. This study contributes to knowledge about the problem of school indiscipline, highlighting the importance of promoting healthier and more effective educational environments.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Indisciplina escolar crenças de autoeficácia perceção de resiliência compromisso docente School indiscipline self-efficacy beliefs perception of resilience and teaching commitment