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Publication
Efeitos do género, tempo de serviço e orientação religiosa da escola na dimensão ética e afetiva da identidade docente
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Advisor(s)
Abstract(s)
Este estudo analisa as diferenças introduzidas pelo género, anos de serviço e orientação
religiosa da escola na dimensão ética e afetiva da identidade docente. 450 professores de escolas privadas
distribuídas pelo território nacional e ilha da Madeira, sendo 306 do género feminino (68%), com idades
entre os 21 e os 73 anos (M = 41, DP = 9.56) e uma média de 15.5 anos de serviço, responderam a um
questionário online. Os resultados mostram que as professoras expressaram autopercepções mais
favoráveis na orientação ética, na relação com os colegas e satisfação, nas competências profissionais e de
conduta e no compromisso afetivo. Os anos de serviço introduzem diferenças no autoconceito
profissional e em algumas das suas dimensões; o compromisso afetivo aumenta com a experiência,
enquanto o compromisso instrumental diminui. Os professores de escolas com orientação religiosa
apresentam autopercepções mais favoráveis na relação com os alunos, na satisfação profissional e no
compromisso.
ABSTRACT: Effects of gender, teaching experience and school religious orientation on ethical and affective dimensions of teacher identity: This study analyzes the differences introduced by gender, teaching experience and school religious orientation on ethical and affective dimensions of teacher identity. An online questionnaire was filled by 450 Portuguese teachers (68% female) aged 21 to 73 years (M = 41, SD = 9.56). Teachers were from private schools all around the Portuguese territory and Madeira Island, and had an average of 15.5 years of teaching experience (SD = 9.47). The results showed that female teachers express more favourable self-perceptions in ethical orientation, professional knowledge and conduct, and in the affective commitment to the school. Teaching experience introduced differences in professional self-concept and some of its dimensions; the affective commitment increases with experience, favouring the more experienced group, while the instrumental commitment decreases. Teachers in schools with religious orientation presented more favourable self-perceptions in their relationship with students, their satisfaction, and their affective commitment to the school.
ABSTRACT: Effects of gender, teaching experience and school religious orientation on ethical and affective dimensions of teacher identity: This study analyzes the differences introduced by gender, teaching experience and school religious orientation on ethical and affective dimensions of teacher identity. An online questionnaire was filled by 450 Portuguese teachers (68% female) aged 21 to 73 years (M = 41, SD = 9.56). Teachers were from private schools all around the Portuguese territory and Madeira Island, and had an average of 15.5 years of teaching experience (SD = 9.47). The results showed that female teachers express more favourable self-perceptions in ethical orientation, professional knowledge and conduct, and in the affective commitment to the school. Teaching experience introduced differences in professional self-concept and some of its dimensions; the affective commitment increases with experience, favouring the more experienced group, while the instrumental commitment decreases. Teachers in schools with religious orientation presented more favourable self-perceptions in their relationship with students, their satisfaction, and their affective commitment to the school.
Description
Keywords
Identidade docente Género Tempo de serviço Orientação religiosa da escola Teacher identity Gender Teaching experience School religious orientation
Citation
Psicologia, 32(2), 27-40 doi: 10.17575/rpsicol.v32i2.1343
Publisher
Associação Portuguesa de Psicologia