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Ser(-se) professor em Portugal: estudo exploratório sobre a relação entre autoeficácia, stresse e satisfação profissional
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Authors
Abstract(s)
A autoeficácia, o stresse e a satisfação profissional são variáveis que têm sido alvo de
investigação com base no seu reconhecido impacto na prática profissional dos professores. O presente
estudo tem precisamente como objetivo, analisar a relação entre autoeficácia, o stresse e a satisfação
profissional dos professores em Portugal. A amostra foi constituída por 922 professores que lecionam
do 1º ciclo ao secundário, maioritariamente mulheres, casadas e com uma licenciatura pré-Bolonha. O
protocolo de recolha de dados agrega um questionário de caracterização sociodemográfica e
profissional, e ainda três escalas para avaliar os níveis e fontes de stresse, a perceção de autoeficácia e
a satisfação profissional. Os resultados do estudo sugerem que o stresse em níveis elevados ou muito
elevados está presente em 52.9% dos professores, permitindo identificar uma falta de valorização da
sua profissão pela sociedade, apesar de se sentirem autoeficazes na gestão na turma e na obtenção de
apoio por parte de colegas e superiores. Foi encontrada uma correlação positiva entre os níveis de
autoeficácia e a satisfação, quer com a profissão, quer com o ambiente de trabalho e uma correlação
negativa entre os níveis de stresse e a satisfação com o emprego e a autoeficácia nas suas várias
dimensões. Os professores do ensino público, deslocados da sua residência, acima dos 45 anos,
mulheres e com menor tempo de serviço na escola atual, apresentam níveis de stresse superiores. As
mulheres apresentam maior satisfação com a profissão, enquanto os homens têm uma maior perceção
de autoeficácia na gestão da turma. Os professores residentes na Madeira apresentam níveis de stresse
mais baixos, de satisfação profissional mais elevados e maior perceção de autoeficácia em terem apoio
por parte dos seus superiores. Professores que permanecem mais anos deslocados da residência têm
maior stresse e menor satisfação profissional. Os resultados sugerem ainda que o stresse com a carreira
docente e o stresse geral com a profissão são os preditores que mais reduzem a satisfação com a
profissão, enquanto a perceção de autoeficácia em ter apoio dos superiores e ser do género feminino
são os preditores que mais impactam positivamente essa satisfação. Quanto à satisfação com o ambiente
de trabalho, o preditor positivo mais significativo é a perceção de autoeficácia em ter apoio dos
superiores e o stresse geral é o preditor que mais reduz a satisfação com o ambiente de trabalho. Em
síntese, a estabilidade profissional e o apoio das lideranças são aspetos fundamentais para reduzir o
stresse e melhorar a satisfação profissional dos professores.
Self-efficacy, stress and job satisfaction are variables that have been the subject of research based on their recognized impact on teachers' professional practice. The aim of this study was to analyse the relationship between self-efficacy, stress, and job satisfaction among teachers in Portugal. The sample consisted of 922 teachers from primary to secondary school, mostly women, married and with a pre-Bologna degree. The data collection protocol included a sociodemographic and professional characterisation questionnaire, as well as three scales to assess levels and sources of stress, self-efficacy perception and job satisfaction. The results of the study suggest that high or very high levels of stress are present in 52.9 per cent of teachers, identifying a lack of appreciation for their profession by society, even though they feel self-efficacious in class management and in obtaining support from colleagues and superiors. A positive correlation was found between levels of self-efficacy and satisfaction with both the profession and the work environment, and a negative correlation between levels of stress and job satisfaction and self-efficacy in its various dimensions. Public school teachers who are displaced from their homes, over 45 years old, women and with less time working at their current school have higher levels of stress. Women show greater satisfaction with their profession, while men have a higher perception of self-efficacy in class management. Teachers living in Madeira have lower levels of stress, higher levels of job satisfaction and greater self-efficacy perception on obtaining support from their superiors. Teachers who spent more years away from home have greater stress and lower job satisfaction. The results also suggest that stress about the teaching career and general stress about the profession are the predictors that most reduce satisfaction with the profession, while perceived self efficacy in having support from superiors and being female are the predictors that most positively impact satisfaction. As for satisfaction with the work environment, the most significant positive predictor is the perception of self-efficacy in having support from superiors and general stress is the predictor that most reduces satisfaction with the work environment. To summarise, this study concludes that professional stability and management support are key aspects in reducing stress and improving teachers' job satisfaction
Self-efficacy, stress and job satisfaction are variables that have been the subject of research based on their recognized impact on teachers' professional practice. The aim of this study was to analyse the relationship between self-efficacy, stress, and job satisfaction among teachers in Portugal. The sample consisted of 922 teachers from primary to secondary school, mostly women, married and with a pre-Bologna degree. The data collection protocol included a sociodemographic and professional characterisation questionnaire, as well as three scales to assess levels and sources of stress, self-efficacy perception and job satisfaction. The results of the study suggest that high or very high levels of stress are present in 52.9 per cent of teachers, identifying a lack of appreciation for their profession by society, even though they feel self-efficacious in class management and in obtaining support from colleagues and superiors. A positive correlation was found between levels of self-efficacy and satisfaction with both the profession and the work environment, and a negative correlation between levels of stress and job satisfaction and self-efficacy in its various dimensions. Public school teachers who are displaced from their homes, over 45 years old, women and with less time working at their current school have higher levels of stress. Women show greater satisfaction with their profession, while men have a higher perception of self-efficacy in class management. Teachers living in Madeira have lower levels of stress, higher levels of job satisfaction and greater self-efficacy perception on obtaining support from their superiors. Teachers who spent more years away from home have greater stress and lower job satisfaction. The results also suggest that stress about the teaching career and general stress about the profession are the predictors that most reduce satisfaction with the profession, while perceived self efficacy in having support from superiors and being female are the predictors that most positively impact satisfaction. As for satisfaction with the work environment, the most significant positive predictor is the perception of self-efficacy in having support from superiors and general stress is the predictor that most reduces satisfaction with the work environment. To summarise, this study concludes that professional stability and management support are key aspects in reducing stress and improving teachers' job satisfaction
Description
Keywords
Professores Portugal Stresse Autoeficácia Satisfação profissional. Teachers Stress Self-efficacy Job satisfaction Psicologia da Educação . Faculdade de Artes e Humanidades