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Os recursos, os desafios e o bem-estar docente
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Abstract(s)
Este artigo reporta os resultados de um estudo que teve por objetivo analisar até que medida as perceções de professores sobre os desafios e recursos da profissão docente estão relacionadas com o bem-estar docente. Participaram 320 professores que lecionam em escolas do ensino básico e secundário do continente português. Os dados foram analisados por meio de análises fatoriais confirmatórias, análise de regressão e de efeitos de moderação. Os principais resultados mostram que as variáveis associadas aos desafios da profissão docente (e.g., pressão e tempo, conflitos entre colegas, falta de suporte e confiança por parte dos superiores e baixa motivação dos alunos) são preditores negativos do bem-estar dos professores (psicológico e social), enquanto as variáveis ligadas aos recursos do trabalho (e. g., suporte dos colegas, eficácia docente coletiva, autonomia e consonância de valores) preveem positivamente o bem-estar dos professores. O estudo dos efeitos de moderação revela que os recursos do trabalho (e.g. suporte dos colegas, autonomia, eficácia docente coletiva, consonância de valores, cultura coletiva) amortecem os efeitos dos desafios do trabalho sobre o bem-estar docente (psicológico e social).
This article reports the results of a study that aimed to analyze the extent to which teachers' perceptions about the demands and resources of the teaching profession are related to teaching well-being. Participants were 320 Portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analyzed using confirmatory factor analysis, regression analysis and moderation effects. The main results show that the variables associated with the job demands (e.g., pressure and time, conflicts between colleagues, lack of support and confidence on the part of superiors and low motivation of students) are negative predictors of teachers' well-being (psychological and social), whereas job resources (e.g., support from colleagues, collective teaching efficacy, autonomy and consonance of values) positively predict the well-being of teachers. The study of moderation effects shows that job resources (e.g. support from colleagues, autonomy, collective teaching efficacy, consonance of values, collective culture) buffered the job demands and well-being (psychological and social) relationship.
This article reports the results of a study that aimed to analyze the extent to which teachers' perceptions about the demands and resources of the teaching profession are related to teaching well-being. Participants were 320 Portuguese teachers in grades 1–11 (elementary up to secondary level). Data were analyzed using confirmatory factor analysis, regression analysis and moderation effects. The main results show that the variables associated with the job demands (e.g., pressure and time, conflicts between colleagues, lack of support and confidence on the part of superiors and low motivation of students) are negative predictors of teachers' well-being (psychological and social), whereas job resources (e.g., support from colleagues, collective teaching efficacy, autonomy and consonance of values) positively predict the well-being of teachers. The study of moderation effects shows that job resources (e.g. support from colleagues, autonomy, collective teaching efficacy, consonance of values, collective culture) buffered the job demands and well-being (psychological and social) relationship.
Description
Dissertação de Mestrado apresentada no ISPA- Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacionalca 2ª série de 26 de setembro, 2006.
Keywords
Recursos Desafios Bem-estar dos professores Modelo recursos desafios do trabalho Resources Demands Teacher well-being JD-R model