2019-05-032019-05-032015-06-02NINA, Karla Cristina Furtado. Fontes de autoeficácia docente: Um estudo exploratório com professores de educação básica. 2015. 102 f. Orientador: Fernando Augusto Ramos Pontes. Dissertação (Mestrado em Teoria e Pesquisa do Comportamento) - Núcleo de Teoria e Pesquisa do Comportamento, Universidade Federal do Pará, Belém, 2015. Disponível em: . Acesso em:.https://repositorio.ufpa.br/handle/2011/11082This research aimed to identify and compare the sources of information that influence selfefficacy beliefs of Basic Education teachers. thus, two studies have been conducted, both empirical, quantitative, descriptive and inferential. The first aimed to build and compare rates of sources of self-efficacy of Basic Education teachers. The second one analyzed groups of teachers based on the indexes of the four sources of self-efficacy in socio demographic characteristics and relative to teaching activity. The study gathered 495 teachers of a private network of denominational schools teaching the Basic Education in the states of Pará, Maranhão and Amapá, in the period from January to July 2014. Two instruments have been employed and validated in Brazil for data collection: participant's characterization questionnaire and their teaching and the Self-efficacy Sources Scale Lecturer. The results of the first study indicated that the Domain experience was the most important source of selfefficacy information, with the highest rates, followed by the Affective and Physiological States Index which was named as the second one most important. The third one most relevant content was the Verbal Persuasion. The Vicarious Experience occupied the fourth and last place among the built indexes, contrary to the published findings that show the Vicarious Experience as one of the strongest influences in the formation of self-efficacy beliefs. The results of the second study indicate that there was a significant association between the four sources of self-efficacy. There was also a correlation between verbal persuasion and service time and function, as well as correlation between emotional and physiological states and age. It is understood that the data on sources of teaching self-efficacy favored a better understanding of the personal beliefs building. Considering the theoretical framework adopted, there is the urgent need for (re) thinking strategies and school management policies that enable the enhancement of the sources of self-efficacy.Acesso AbertoEducação de base - BrasilPolítica e educaçãoEficácia no ensinoProfessoresAutoeficáciaAutoeficácia docenteFontes de autoeficáciaProfessores de educação básicaDissertaçãoCNPQ::CIENCIAS HUMANAS::PSICOLOGIAECOLOGIA DO DESENVOLVIMENTO HUMANOECOETOLOGIA