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Publication
O bem-estar dos docentes e não docentes à luz da educação inclusiva
| Name: | Description: | Size: | Format: | |
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| 1.5 MB | Adobe PDF |
Authors
Abstract(s)
Analisar os principais desafios dos profissionais de educação à luz da legislação sobre a
Educação Inclusiva em vigor é essencial para compreender e promover o seu bem-estar.
Neste estudo, tem-se como objetivo avaliar o bem-estar dos docentes e não docentes de
Portugal Continental e ilhas, que trabalham e lidam com alunos com e sem Necessidades
de Saúde Especiais (NSE). A amostra é constituída por 368 indivíduos, com uma idade
média global de aproximadamente 50 anos. Relativamente aos instrumentos utilizados,
foram aplicadas a Escala de Bem-estar Experiencial (Pocinho, & Garcês, 2019) e a Escala
de Avaliação de Mobbing (Pocinho, & Garcês, 2018). Os resultados de ordem
quantitativa permitiram constatar que: existe uma relação significativa negativa entre o
Mobbing e o Bem-estar; variáveis sociodemográficas como o género, a localização
geográfica e o tempo de serviço não têm influência no bem-estar dos profissionais; os
docentes tendem a expressar menor bem-estar comparativamente aos não docentes. Os
resultados de ordem qualitativa permitiram verificar que: competências profissionais,
relações interpessoais e fatores organizacionais podem influenciar o bem-estar de
docentes e não docentes. Implicações práticas são também apresentadas e discutidas.
Analyse the main challenges of education professionals in light of the legislation on Inclusive Education is crucial to understand and promote their well-being. In this study, the aim is to assess the well-being of teachers and non-teachers from mainland Portugal and islands, who work and deal with students with and without Special Health Needs (NSE). The sample consists of 368 individuals, with an overall average age of approximately 50 years. The instruments applied were the Experiential Well-being Scale (Pocinho, & Garcês, 2019) and the Mobbing Assessment Scale (Pocinho, & Garcês, 2018). The quantitative results showed that: there is a significant negative relationship between Mobbing and Well-being; sociodemographic variables such as gender, geographic location and length of service do not influence the well-being of professionals; teachers tend to express less well-being when compared to non-teachers. The qualitative analysis allowed to verify that: professional skills, interpersonal relationships and organizational factors may influence the well-being of teachers and non-teachers. Practical implications are also presented and discussed.
Analyse the main challenges of education professionals in light of the legislation on Inclusive Education is crucial to understand and promote their well-being. In this study, the aim is to assess the well-being of teachers and non-teachers from mainland Portugal and islands, who work and deal with students with and without Special Health Needs (NSE). The sample consists of 368 individuals, with an overall average age of approximately 50 years. The instruments applied were the Experiential Well-being Scale (Pocinho, & Garcês, 2019) and the Mobbing Assessment Scale (Pocinho, & Garcês, 2018). The quantitative results showed that: there is a significant negative relationship between Mobbing and Well-being; sociodemographic variables such as gender, geographic location and length of service do not influence the well-being of professionals; teachers tend to express less well-being when compared to non-teachers. The qualitative analysis allowed to verify that: professional skills, interpersonal relationships and organizational factors may influence the well-being of teachers and non-teachers. Practical implications are also presented and discussed.
Description
Keywords
Psicologia positiva Bem-estar Docentes Não docentes Educação inclusiva Positive psychology Well-being Teachers Non-teachers Inclusive education Psicologia da Educação . Faculdade de Artes e Humanidades