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Publication
Envolvimento e participação das famílias no processo educativo – perceções e práticas de professores de 1º ciclo do ensino básico
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| 5.74 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A aproximação entre escola e família e o envolvimento parental podem trazer
benefícios para alunos, professores, escolas e famílias. Diversos fatores podem inibir ou
facilitar esta participação das famílias, nomeadamente variáveis ligadas aos professores, como
as suas características, crenças e práticas.
O objetivo deste estudo foi estudar o envolvimento parental na educação,
especialmente as práticas adotadas pelos professores, as suas crenças e perceções ao nível deste
envolvimento.
Este trabalho usou uma abordagem quantitativa. Participaram 487 professores de 1º
CEB de diferentes regiões do país. A recolha de dados foi realizada através de um questionário
que, integrava dados sociodemográficos, as suas conceções sobre os benefícios e dois
instrumentos distintos: autoeficácia para o envolvimento; e práticas de envolvimento parental.
Estes mostraram boas caraterísticas psicométricas.
A análise dos resultados permitiu perceber que os participantes tinham crenças de
autoeficácia bastante positivas e que diferentes tipos de práticas (casa, escola, comunicação)
eram referidos como sendo desenvolvidas com frequências variadas. Percebeu-se que os
participantes identificaram diferentes benefícios decorrentes do envolvimento parental, com
maior referência a benefícios para os alunos. Constatou-se que a autoeficácia surgiu
positivamente correlacionada com as diferentes práticas de envolvimento. Através de três
análises de regressão, uma para cada tipo de práticas, integrando três blocos de variáveis
explicativas, foi possível concluir sobre o efeito diferenciado destas variáveis nas práticas. Estes
resultados evidenciaram a complexidade de variáveis envolvidas na promoção da participação
das famílias e serão discutidos face aos referenciais teóricos que sustentaram este estudo.
ABSTRACT: The approach between school and family and parent involvement can bring benefits to students, teachers, schools and families. Several factors can inhibit or facilitate this participation from families, particularly variables connected to teachers, such as their characteristics, beliefs, and practices. The objective of this study was to study parental involvement in education, especially practices adopted by teachers, their beliefs and perceptions at the level of this involvement. This study used a quantitative approach. Participated 487 elementary school teachers from different regions of the country. The collection of data was done through a questionnaire that integrated sociodemographic data and two different instruments: self-efficacy for involvement; and parent involvement practices. These showed good psychometric characteristics. The analysis of the results allowed to understand that the participants had very positive self-efficacy beliefs and that different types of practices (home, school, communication) were referred to as being developed with varied frequencies. It was realized that the participants identified different benefits resulting from parental involvement, with bigger reference to benefits for the students. It was found that self-efficacy emerged positively correlated with the different practices of involvement. Through three regression analysis, one for each type of practices, integrating three blocks of explanatory variables, it was possible to conclude about the differentiated effect of these variables in practices. These results highlighted the complexity of variables involved in promoting family participation and will be discussed in the light of the theoretical frameworks that supported this study.
ABSTRACT: The approach between school and family and parent involvement can bring benefits to students, teachers, schools and families. Several factors can inhibit or facilitate this participation from families, particularly variables connected to teachers, such as their characteristics, beliefs, and practices. The objective of this study was to study parental involvement in education, especially practices adopted by teachers, their beliefs and perceptions at the level of this involvement. This study used a quantitative approach. Participated 487 elementary school teachers from different regions of the country. The collection of data was done through a questionnaire that integrated sociodemographic data and two different instruments: self-efficacy for involvement; and parent involvement practices. These showed good psychometric characteristics. The analysis of the results allowed to understand that the participants had very positive self-efficacy beliefs and that different types of practices (home, school, communication) were referred to as being developed with varied frequencies. It was realized that the participants identified different benefits resulting from parental involvement, with bigger reference to benefits for the students. It was found that self-efficacy emerged positively correlated with the different practices of involvement. Through three regression analysis, one for each type of practices, integrating three blocks of explanatory variables, it was possible to conclude about the differentiated effect of these variables in practices. These results highlighted the complexity of variables involved in promoting family participation and will be discussed in the light of the theoretical frameworks that supported this study.
Description
Dissertação de Mestrado apresentada no Ispa – Instituto
Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da
Educação.
Keywords
Denvolvimento parental Participação das famílias Práticas de envolvimento Benefícios Perceções de autoeficácia Parental involvement Participation of families Practices of involvement Benefits Perceptions of self-efficacy