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O impacto do bem-estar dos professores no bem-estar e rendimento académico dos alunos de 2º e 3º ciclo da Região Autónoma da Madeira
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Abstract(s)
Nos últimos anos, o bem-estar dos docentes tem sido cada vez mais reconhecido como
determinante no contexto escolar, afetando diretamente o bem-estar e o desempenho
académico dos alunos. O presente estudo tem como objetivo analisar o impacto do bem estar dos professores no bem-estar e rendimento académico dos alunos da Região
Autónoma da Madeira. A amostra é composta por 61 professores e 352 alunos dos 2º e
3º ciclos de quatro escolas, com uma média de idades de 53 anos para os docentes e 13
anos para os alunos. A investigação adotou uma metodologia mista. Para avaliar o bem estar, foi utilizada a Escala PERMA-Profiler e para analisar o rendimento académico, os
alunos foram questionados referentes às disciplinas de Português, Matemática e Inglês,
posteriormente ambos os grupos responderam a uma questão aberta sobre o cansaço. Os
resultados quantitativos revelam uma correlação positiva entre o bem-estar dos
professores e o dos alunos, indicando que, nas escolas onde os docentes relatam maior
bem-estar, os alunos também apresentam melhores níveis de bem-estar e desempenho
académico. A análise qualitativa mostrou que tanto docentes como alunos identificam a
carga de trabalho e as pressões associadas ao ambiente escolar como inibidores do seu
bem-estar. Estas conclusões sublinham a importância de desenvolver estratégias
psicológicas que promovam o bem-estar de professores e alunos, criando um ambiente
escolar mais equilibrado e propício ao sucesso académico.
In recent years, the well-being of teachers has been increasingly recognized as a determinant in the school context, directly affecting the well-being and academic performance of students. The present study aims to analyze the impact of teachers' well being on students' well-being and academic performance in the Autonomous Region of Madeira. The sample consists of 61 teachers and 352 students from the 2nd and 3rd cycles of four schools, with an average age of 53 years for teachers and 13 years for students. The research used a mixed methodology. To assess well-being, the PERMA Profiler scale was used and to analyze academic performance, students were asked about the subjects Portuguese, Mathematics and English, then both groups answered an open-ended question about tiredness. The quantitative results show a positive correlation between teacher well-being and student well-being, indicating that in schools where teachers report higher well-being, students also have better well-being and academic performance. The qualitative analysis showed that both teachers and students identified the workload and pressures associated with the school environment as barriers to their well-being. These conclusions underline the importance of developing psychological strategies that promote the well-being of teachers and students, creating a more balanced school environment conducive to academic success.
In recent years, the well-being of teachers has been increasingly recognized as a determinant in the school context, directly affecting the well-being and academic performance of students. The present study aims to analyze the impact of teachers' well being on students' well-being and academic performance in the Autonomous Region of Madeira. The sample consists of 61 teachers and 352 students from the 2nd and 3rd cycles of four schools, with an average age of 53 years for teachers and 13 years for students. The research used a mixed methodology. To assess well-being, the PERMA Profiler scale was used and to analyze academic performance, students were asked about the subjects Portuguese, Mathematics and English, then both groups answered an open-ended question about tiredness. The quantitative results show a positive correlation between teacher well-being and student well-being, indicating that in schools where teachers report higher well-being, students also have better well-being and academic performance. The qualitative analysis showed that both teachers and students identified the workload and pressures associated with the school environment as barriers to their well-being. These conclusions underline the importance of developing psychological strategies that promote the well-being of teachers and students, creating a more balanced school environment conducive to academic success.
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Keywords
Bem-estar dos professores Bem-estar dos alunos Rendimento académico. Madeira (Portugal) Teacher well-being Student well-being Academic performance Psicologia da Educação . Faculdade de Artes e Humanidades