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Publication
Avaliação da eficácia de um programa de promoção do bem-estar para docentes
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Abstract(s)
O bem-estar possibilita que os docentes lidem com as exigências e dificuldades
profissionais, superando-as e melhorando o seu desempenho (Jesus, 2002). Neste estudo quasi experimental com metodologia mista, pretende-se avaliar a eficácia de um programa de
promoção do bem-estar docente. A amostra é constituída por 36 participantes, com idades entre
os 29 e os 63 anos. Relativamente aos instrumentos utilizados, foi aplicado um Questionário
Sociodemográfico, a Escala PERMA Profiler (Kern & Butler, 2016), a Escala do Bem-Estar
Experiencial (Pocinho & Garcês, 2019), a Escala de Personalidade Criativa – Forma Curta
(Pocinho, Garcês, Jesus, Viseu & Tobal, 2020), a Escala de Resiliência – “Measuring State
Resilience (Martins, 2005), a Escala de Otimismo (Oliveira, 1998), a Escala de Espiritualidade
(Pinto & Ribeiro, 2007) e a Escala de Avaliação de Mobbing (Pocinho & Garcês, 2018). Estes
instrumentos foram aplicados em dois momentos distintos (pré e pós-teste) e utilizaram-se
outras fontes de informação para realizar a análise qualitativa, nomeadamente as reflexões
pessoais de cada participante, o feedback recolhido na última sessão e as conversas no grupo
de WhatsApp. Os resultados obtidos permitiram verificar que o programa formativo promoveu
mudanças significativas nos níveis de bem-estar e fatores associados; que na maioria dos casos
as variáveis sociodemográficas não influenciam a eficácia do programa e que a formação teve
um impacto bastante positivo na vida pessoal e profissional dos participantes. Estes resultados
revelam a importância de promover o bem-estar junto da comunidade docentes. Conclui-se este
trabalho com as suas implicações práticas, limitações e sugestões para futuras investigações.
Well-being enables teachers to deal with professional demands and difficulties, overcoming them and improving their performance (Jesus, 2002). In this quasi-experimental study with mixed methodology, we intend to evaluate the effectiveness of a program to promote teacher well-being. The sample consists of 36 participants, aged between 29 and 63 years old. Regarding the instruments used, a Sociodemographic Questionnaire was applied, the PERMA Profiller Scale (Kern & Butler, 2016), the Experiential Well-Being Scale (Pocinho & Garcês, 2019), the Creative Personality Scale - Short Form (Pocinho, Garcês, Jesus, Viseu & Tobal, 2020), the Resilience Scale - "Measuring State Resilience" (Martins, 2005), the Optimism Scale (Oliveira, 1998), the Spirituality Scale (Pinto & Ribeiro, 2007) and the Mobbing Rating Scale (Pocinho & Garcês, 2018). These instruments were applied at two different times (pre test and post-test) and other sources of information were used to carry out the qualitative analysis, namely the personal reflections of each participant, the feedback collected in the last session and the conversations in the WhatsApp group. The results allowed us to verify that the training program promoted significant changes in the levels of well-being and associated factors, that in most cases sociodemographic variables do not influence the effectiveness of the program and to understand that the training had a very positive impact on personal and professional life of the participants.
Well-being enables teachers to deal with professional demands and difficulties, overcoming them and improving their performance (Jesus, 2002). In this quasi-experimental study with mixed methodology, we intend to evaluate the effectiveness of a program to promote teacher well-being. The sample consists of 36 participants, aged between 29 and 63 years old. Regarding the instruments used, a Sociodemographic Questionnaire was applied, the PERMA Profiller Scale (Kern & Butler, 2016), the Experiential Well-Being Scale (Pocinho & Garcês, 2019), the Creative Personality Scale - Short Form (Pocinho, Garcês, Jesus, Viseu & Tobal, 2020), the Resilience Scale - "Measuring State Resilience" (Martins, 2005), the Optimism Scale (Oliveira, 1998), the Spirituality Scale (Pinto & Ribeiro, 2007) and the Mobbing Rating Scale (Pocinho & Garcês, 2018). These instruments were applied at two different times (pre test and post-test) and other sources of information were used to carry out the qualitative analysis, namely the personal reflections of each participant, the feedback collected in the last session and the conversations in the WhatsApp group. The results allowed us to verify that the training program promoted significant changes in the levels of well-being and associated factors, that in most cases sociodemographic variables do not influence the effectiveness of the program and to understand that the training had a very positive impact on personal and professional life of the participants.
Description
Keywords
Bem-estar Docente Educação Psicologia positiva Well-being Teachers Education Positive psychology Psicologia da Educação . Faculdade de Ciências Sociais