Navegando por Assunto "Professores - Satisfação no trabalho"

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Acesso aberto (Open Access)
Modelo social cognitivo de satisfação no trabalho e eficácia coletiva: percepções sobre a docência
(Universidade Federal do Pará, 2015-05-12) RAMOS, Maély Ferreira Holanda; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678; https://orcid.org/0000-0001-9569-943X
This research aims to study job satisfaction from the Social Cognitive Model of Job Satisfaction (MSCST) and its relations with the collective efficacy. The satisfaction and their main elements which influence have obvious importance in the school context because it may affect the motivational states and the level of the teacher’s performance. Job satisfaction refers to the degree of emotional relations that an employee has, associated to function that performs, showing a pleasant or positive emotional state, resulting from an assessment of their experiences. The Social Cognitive Model of Job Satisfaction is a recent proposal, which is based on Social Cognitive Theory that proposes an integrative approach to investigate the satisfaction in teaching. This theory reveals that satisfaction can be predicted and explained by five variables classes, namely: (a) support targets; (B) working conditions; (C) Progress goals; (D) positive affect; (E) teaching self-efficacy. The teacher collective efficacy, although not belonging to the model, also has recognized influence on levels of satisfaction. So it has the general objective of testing the Social Cognitive Model of Teacher Job Satisfaction (MSCST) in sample of teachers of basic education, investigating its relations with the collective efficacy and analyzing their implications in the school environment. For that, we developed six articles arranged in two subdivisions, which are: (a) Systematic Reviews; (b) Empirical Studies. The first section consists of four articles, which include a methodological study on the use of technical analysis and visualization of data with graphs and three systematic reviews on: MSCST, job satisfaction and collective efficacy (respectively). All the revisions used graphs and their geometric representations. The second subdivision, consisting of two articles, referring to empirical studies, applied to a sample of 495 teachers of basic education from a private school network. The first study of this section was quantitative and the second used mixed techniques (quantitative and qualitative). The results indicated that MSCST did not explain sufficiently the satisfaction in teaching, contradicting the findings found from the systematic review of the Model. It was also found that there was no relations between efficacy beliefs (self-efficacy and collective efficacy) with the levels of satisfaction, although research identified in systematic reviews, which have not implemented the model, pointed out these two variables as more often associated with satisfaction teaching.
Acesso aberto (Open Access)
A política de valorização docente na rede pública de ensino do estado do Pará (2007-2016): o caso Parfor
(Universidade Federal do Pará, 2017-10-30) SOUZA, Michele Borges de; MAUÉS, Olgaíses Cabral Maués; http://lattes.cnpq.br/0118802077232494
This investigation aims at the teaching appreciation. Taking into consideration the multiple determinations in the capitalist society, we produced an analysis from the social conjectures of the country, pointing out the relationship of economic and political order that are of paramount importance for a better comprehension of the object of analysis. We understand the teaching appreciation through two dimensions objective and subjective. The first is related to issues inherent to the teaching profession, such as career, salary, wage floor, work conditions, and initial and continuing training. The second dimension is related to social and professional recognition, and self-realization. In this study, the professional training is anchored in a social and historical comprehension of education, an important guide for an organic and consistent policy of teacher training. Career and wage were other central categories in this study. The issue that guided this research was: the investigation of the possible relation between the teaching appreciation policies in the State of Pará and the training “in office” offered by the National Plan of Basic Education Teaching Training (PARFOR). The study was developed from the critical theoretical-methodological framework that guided the analysis of the economic, political, social, and historical relations in which the object is found, demonstrating the contradictions, performing the relevant mediations to construct and deconstruct the object to finally reach the analysis on the relation between PARFOR in the State of Pará and the teaching appreciation policies. We performed documental and bibliographical material analysis and data collection, and performed field research using, as a data collection tool, the Focal Group with twelve UFPA PARFOR Pedagogy teacher-students, and structured interview with seven PARFOR former teacher-students that work for the State School Network (REE). As a result, the study revealed that the teachers perceive the teaching profession as vocation, even with prevailing issues such as intensification, precarious working conditions, non-professionalization, and teacher devaluation. There is a mismatch between training and appraisal policies, which makes it possible to infer that, although REE's PARFOR graduates have higher education, it is not accompanied by career progression and significant salary improvement, that is, professional appreciation.