Loading...
Publication
Autoconceito profissional e satisfacao profissional de professores de 2º e 3º ciclo
Advisor(s)
Abstract(s)
Por considerarmos os professores como pólo fundamental do processo ensinoaprendizagem,
essenciais para uma consciente reflexão sobre o sistema educativo e,
consequente intervenção neste, sentimos, a necessidade de os eleger como objecto de estudo.
Pretendeu-se analisar os índices de autoconceito profissional e de satisfação
profissional docentes, por reconhecermos ser necessário dedicar o interesse e atenção a estes
constructos, pois parece imprescindível perceber o professor, a forma como vê a sua
profissão, o seu desempenho nela e se se sente satisfeito com a docência.
Recolheram-se dados referentes a 70 participantes, professores de 2º e 3º ciclo da área
da Grande Lisboa, utilizando para isso, dois questionários, Questionário de Satisfação
Profissional e Escala de Autoconceito profissional para professores (TSCES).
Através dos resultados pudemos concluir que a classe docente apresentou um saudável
autoconceito profissional e, que por outro lado, revelavam baixos níveis de satisfação
profissional. Por último, analisou-se uma possível relação entre estes conceitos, o que se
confirmou, pois revelaram uma elevada associação, isto é, professores mais satisfeitos
profissionalmente mostram maiores valores de autoconceito profissional.
Because we consider teachers a fundamental aspect of the education-learning process, essential for a conscious approach to the educational system and consequent intervention in it, we felt the need to elect them as object of study. The aim was to analyze the professional self-concept and professional satisfaction indicators of teachers, as we consider it necessary to dedicate the utmost attention and interest to these concepts. It is vital to understand the teacher, the way he sees his profession, how he fulfills it and if he is satisfied with teaching. Data was collected from 70 participants, 2nd and 3rd cycle (5th to 9th grade) teachers from the greater Lisbon area, through two different questionnaires: one relating to Professional Satisfaction and the other being a Self-Concept Scale (TSCES) Through the results we could conclude that the teaching class presented a healthy professional self-concept and, on the other hand, revealed low levels of professional satisfaction. Lastly, we analyzed a possible relation between these concepts, which was confirmed as they revealed a high level of association – the more professionally satisfied teachers are, the greater are the values of professional self-concept shown.
Because we consider teachers a fundamental aspect of the education-learning process, essential for a conscious approach to the educational system and consequent intervention in it, we felt the need to elect them as object of study. The aim was to analyze the professional self-concept and professional satisfaction indicators of teachers, as we consider it necessary to dedicate the utmost attention and interest to these concepts. It is vital to understand the teacher, the way he sees his profession, how he fulfills it and if he is satisfied with teaching. Data was collected from 70 participants, 2nd and 3rd cycle (5th to 9th grade) teachers from the greater Lisbon area, through two different questionnaires: one relating to Professional Satisfaction and the other being a Self-Concept Scale (TSCES) Through the results we could conclude that the teaching class presented a healthy professional self-concept and, on the other hand, revealed low levels of professional satisfaction. Lastly, we analyzed a possible relation between these concepts, which was confirmed as they revealed a high level of association – the more professionally satisfied teachers are, the greater are the values of professional self-concept shown.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Professores Autoconceito profissional Satisfação profissional Teachers Professional self-concept Professional satisfaction