Crenças de Eficácia de Professores no Contexto de Ensino.

Abstract

This present research had as main purpose to investigate the efficacy beliefs (individual and collective) of teachers as well as their relationship to the teaching context and some specific areas of teaching activities. This work is divided into four studies: a) the study first reported the state of the art about research on teaching self-efficacy beliefs, especially within a period not investigated previously, in order to guide future studies indicating some trends and evidencing gaps to be filled, such as more research to verify the relationship between selfefficacy and academic performance, as well as the relationship between teacher self-efficacy and public policies that may favor the teaching-learning process; b) the study 2 investigated the relationship between the beliefs of teacher self-efficacy and collective efficacy, and between teaching and self-efficacy variables as time experience, academic background, level of education and class size may have important implications in the teaching-learning process ; 3 study highlighted the need to understand how the teaching work environment can influence and be influenced by the beliefs of collective efficacy, as of contextual variables (operating time in the function / series where he teaches, time of experience in teaching, journey work and school infrastructure); The study investigated the teachers' view about their efficacy beliefs and their relationship to some specific areas of teaching practice in the education context. This work consists of four articles. The 1st article is characterized as systematic review, the method is the use of graphs and their geometric representations. The 2nd and 3rd items are made up of empirical studies, quantitative, with a sample of 495 teachers. The 4th study consists of a qualitative research, with sample 4 participants. Samples of all studies are composed of teachers of basic education, the kindergarten through high school, a private school confessional network. The results indicated that contextual factors can influence the beliefs of teacher effectiveness, with implications for the teaching-learning process. The Social Cognitive Theory helped to provide evidence that the development of trust constitutes an important motivational aspect to achieve the targets set in the education context, helping to think about improvements in the teacher's working environment as well as public policies that favoring more favorable contexts to the strengthening of efficacy beliefs of teachers.