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Abstract(s)
No presente estudo pretendeu investigar-se a perceção de autoeficácia dos professores para gerir a indisciplina em sala aula; a relação entre a perceção de autoeficácia docente na gestão da indisciplina e variáveis individuais dos professores (tempo de serviço docente, tempo de serviço na escola e formação recebida); a relação entre a perceção de autoeficácia docente na gestão da indisciplina e a perceção do clima escolar; a relação entre a perceção de autoeficácia docente na gestão da indisciplina e a perceção do clima de sala de aula.
Neste estudo participaram professores do 3º ciclo do ensino básico, que preencheram um Questionário de Dados Sociodemográficos, a Escala de Perceção de Autoeficácia para Professores, o Questionário do Clima Escolar e Participação dos Professores e a Escala “Na sala de aula – versão professor”.
A análise de dados revela que os professores de modo geral, apresentam uma perceção de autoeficácia elevada na gestão da indisciplina. Demonstra-se ainda que os professores com maior tempo de serviço docente, maior tempo de serviço na escola e que receberam formação para gerir a indisciplina apresentam uma perceção de autoeficácia na gestão da indisciplina mais elevada. Para além disso, professores que percecionam o clima escolar como sendo mais positivo apresentam uma perceção de autoeficácia na gestão da indisciplina mais elevada e professores com uma perceção de autoeficácia mais elevada na gestão da indisciplina percecionam um clima de sala de aula como sendo mais positivo.
In the present study, we intended to investigate the teachers' perception of self-efficacy to manage indiscipline in the classroom; the relationship between the perception of teacher self-efficacy in managing indiscipline and individual variables of teachers (time of teaching service, length of service at the school and training received); the relationship between the perception of teacher self-efficacy in managing indiscipline and the perception of the school climate; the relationship between the perception of teacher self-efficacy in managing indiscipline and the perception of the classroom climate. This study involved teachers from the 3rd cycle of basic education, who completed a Sociodemographic Data Questionnaire, the “Escala de Perceção de Autoeficácia para professores”, the “Questionário do Clima Escolar e Participação dos Professores” and the “Na sala de aula – versão professor” scale. Data analysis reveals that teachers in general have a high perception of self-efficacy in managing indiscipline. It is also shown that teachers with longer teaching service, longer service time at school and received training to manage indiscipline have a higher perception of self-efficacy in managing indiscipline. Furthermore, teachers who perceive the school climate as being more positive have a higher perception of self-efficacy in managing indiscipline and teachers with a higher perception of self-efficacy in managing indiscipline perceive a classroom climate as being more positive. Keywords: Perception
In the present study, we intended to investigate the teachers' perception of self-efficacy to manage indiscipline in the classroom; the relationship between the perception of teacher self-efficacy in managing indiscipline and individual variables of teachers (time of teaching service, length of service at the school and training received); the relationship between the perception of teacher self-efficacy in managing indiscipline and the perception of the school climate; the relationship between the perception of teacher self-efficacy in managing indiscipline and the perception of the classroom climate. This study involved teachers from the 3rd cycle of basic education, who completed a Sociodemographic Data Questionnaire, the “Escala de Perceção de Autoeficácia para professores”, the “Questionário do Clima Escolar e Participação dos Professores” and the “Na sala de aula – versão professor” scale. Data analysis reveals that teachers in general have a high perception of self-efficacy in managing indiscipline. It is also shown that teachers with longer teaching service, longer service time at school and received training to manage indiscipline have a higher perception of self-efficacy in managing indiscipline. Furthermore, teachers who perceive the school climate as being more positive have a higher perception of self-efficacy in managing indiscipline and teachers with a higher perception of self-efficacy in managing indiscipline perceive a classroom climate as being more positive. Keywords: Perception
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Perceção de autoeficácia docente Indisciplina Clima escolar Clima de sala de aula Gestão de sala de aula Perceção de autoeficácia Perception of teacher self-efficacy Indiscipline School climate Classroom atmosphere Classroom management Perception of self-efficacy