Relações entre autoeficácia de professores para promover escola saudável, letramento em saúde e variáveis do ambiente escolar
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Data
2019-12-11
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Universidade Estadual Paulista (Unesp)
Resumo
A abordagem da Escola promotora da Saúde embasa o presente estudo por incluir a promoção de saúde em todos os aspectos possíveis dentro da escola, como o ambiente interno e externo, projetos e programas relacionados ao tema, políticas públicas, relações interpessoais, entre outros. Dentro desse contexto, o professor é tido como fator chave para promover saúde na escola uma vez que ele convive dentro e fora da sala de aula com alunos, gestores, pais e demais funcionários. Dessa forma, a possibilidade de investigar o quanto os professores se percebem capazes de promover saúde na escola e, qual o nível de letramento em saúde que eles possuem, permite conhecer melhor essa realidade e trazer aspectos relevantes para futuras discussões a respeito da promoção de saúde em escolas brasileiras. O presente estudo teve por objetivo: a) Identificar as condições ambientais das escolas; b) Investigar a autoeficácia para o letramento em saúde dos professores; c) Mensurar os níveis de autoeficácia dos professores para a promoção de saúde na escola e; d) Descrever e analisar as relações entre as três variáveis. Trata-se de uma pesquisa exploratória de caráter quantitativo que contou com a participação de 151 professores, os quais responderam o seguinte conjunto de instrumentos: a) Questionário de caracterização; b) Instrumento para avaliar as condições ambientais; c) Escala de autoeficácia para promoção de escola saudável; d) Escala de letramento em saúde. Os resultados indicaram que os participantes apresentaram nível moderado de autoeficácia para promover escola saudável (M = 3,73; DP=0,66) assim como de letramento em saúde (M = 4,10; DP=0,73). Quanto às condições ambientais, apenas 37,8% das escolas incentivam a participação dos pais e comunidade ao redor da escola para atividades relacionadas à saúde, mais de 60% dos professores relataram não haver contato de médicos e psicólogos na escola e, quase metade dos professores afirmam que a segurança dentro e fora da escola poderia ser melhor assim como os produtos vendidos na cantina. Ao relacionar as três principais variáveis estudadas, foram encontradas associações positivas e estatisticamente significativas entre a autoeficácia para promover escola saudável e parte das variáveis ligadas às condições ambientais (r = 0.347 e r = 0.295; p < 0.01). Houve correlações positivas, significativas, porém fracas entre a autoeficácia para promover escola saudável e o letramento em saúde dos professores (r = 0,231; p < 0,001). Entretanto, não houve correlações significativas entre o letramento em saúde e parte das variáveis ligadas às condições ambientais. Dessa forma, encontrou-se que, quanto melhores são as condições ambientais das escolas, mais elevados são os níveis de autoeficácia para promover escola saudável e, que há uma ligeira tendência de que professores com níveis elevados de letramento em saúde também possuem níveis mais elevados de autoeficácia para promover escola saudável. Estudos futuros podem endereçar novas questões acerca do papel da autoeficácia para promover escola saudável em diferentes contextos escolares.
The Health promoting School approach underlies this study by including health promotion in all possible aspects within the school, such as the internal and external environment, projects and programs related to the theme, public policies, interpersonal relations, among others. Within this context, the teacher is considered a key factor to promote health at school considering that this professional lives in and out of the classroom with students, managers, parents and other staff. Thus, the possibility of investigating how teachers realize themselves capable to promote health at school and what level of health literacy they have, allows us to better understand this reality and bring relevant aspects for future discussions about health promotion in Brazilian schools. This study aimed: Identify the environmental conditions at schools; b) Investigate the teachers’ self-efficacy of health literacy; c) Measuring the levels of teachers’ self-efficacy for promoting a healthy school; d) Describing and analysing the relations among these three variables. This is an exploratory research with a quantitative approach that had 151 teachers participating by replying the follow set of instruments: a) Characterization questionnaire; b) Instrumento for assessing the environmental conditions; c) Scale of self-efficacy for promoting a healthy school; d) Health literacy scale. Results indicated that participants presented moderated self-efficacy level to promote healthy school, (M= 3,73; SD = 0,66) as well as high levels of health literacy (M = 4,10; SD = 0,73). Regarding environmental conditions, only 37,8% of schools encourage the participation of parents and the community around the school for health-related activities, more than 60% of teachers stated the absence of the contact of doctors and psychologists at school and, almost half of teachers say that safety inside and outside the school could be better as well as the food offered at the school canteen. When relating the three main variables studied, there were found positive and statistically significant associations between self-efficacy to promote healthy school and part of the variables linked to the environmental conditions (r = 0.347 and r = 0.295; p <0.01). There were positive, significant, but weak correlations between self-efficacy in promoting healthy school and teachers' health literacy (r = 0.231; p <0.001). However, there were no significant correlations between health literacy and part of the variables linked to the environmental conditions. Thus, it was found that the better the environmental conditions of schools, higher are the levels of self-efficacy to promote healthy school and, that there is a slight tendency that teachers with higher levels of health literacy also have higher self-efficacy levels to promote healthy school. Future studies may address new questions about the hole of self-efficacy to promote health school at different school contexts.
The Health promoting School approach underlies this study by including health promotion in all possible aspects within the school, such as the internal and external environment, projects and programs related to the theme, public policies, interpersonal relations, among others. Within this context, the teacher is considered a key factor to promote health at school considering that this professional lives in and out of the classroom with students, managers, parents and other staff. Thus, the possibility of investigating how teachers realize themselves capable to promote health at school and what level of health literacy they have, allows us to better understand this reality and bring relevant aspects for future discussions about health promotion in Brazilian schools. This study aimed: Identify the environmental conditions at schools; b) Investigate the teachers’ self-efficacy of health literacy; c) Measuring the levels of teachers’ self-efficacy for promoting a healthy school; d) Describing and analysing the relations among these three variables. This is an exploratory research with a quantitative approach that had 151 teachers participating by replying the follow set of instruments: a) Characterization questionnaire; b) Instrumento for assessing the environmental conditions; c) Scale of self-efficacy for promoting a healthy school; d) Health literacy scale. Results indicated that participants presented moderated self-efficacy level to promote healthy school, (M= 3,73; SD = 0,66) as well as high levels of health literacy (M = 4,10; SD = 0,73). Regarding environmental conditions, only 37,8% of schools encourage the participation of parents and the community around the school for health-related activities, more than 60% of teachers stated the absence of the contact of doctors and psychologists at school and, almost half of teachers say that safety inside and outside the school could be better as well as the food offered at the school canteen. When relating the three main variables studied, there were found positive and statistically significant associations between self-efficacy to promote healthy school and part of the variables linked to the environmental conditions (r = 0.347 and r = 0.295; p <0.01). There were positive, significant, but weak correlations between self-efficacy in promoting healthy school and teachers' health literacy (r = 0.231; p <0.001). However, there were no significant correlations between health literacy and part of the variables linked to the environmental conditions. Thus, it was found that the better the environmental conditions of schools, higher are the levels of self-efficacy to promote healthy school and, that there is a slight tendency that teachers with higher levels of health literacy also have higher self-efficacy levels to promote healthy school. Future studies may address new questions about the hole of self-efficacy to promote health school at different school contexts.
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Palavras-chave
Escola promotora da saúde, Autoeficácia, Letramento em saúde, Health-promoting school, Self-efficacy, Health literacy