Autoeficácia docente para apoiar o bem-estar do aluno: relações entre a autoeficácia para regular as emoções e comportamento pró-social em professores
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Data
2022-04-13
Autores
Lima Júnior, Elias José de
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Universidade Estadual Paulista (Unesp)
Resumo
O modelo das escolas promotoras de saúde, em consonância com os 17 objetivos para o desenvolvimento sustentável da Organização da Nações Unidas, defende a implementação de uma saúde integral no contexto escolar, o que pressupõe o bem-estar socioemocional do aluno. Nessa implementação a atuação do professor é fundamental. Estudos apontam que entre os determinantes da conduta docente estão as suas características emocionais e a autoeficácia. Na abordagem da teoria social, a autoeficácia, percepção de capacidade sobre o que consegue realizar, contribui significativamente no que as pessoas fazem ou deixam de fazer. Entre essas condutas estão os comportamentos pró-sociais, descritos como ações voluntárias direcionadas para beneficiar outras pessoas. Considerando essa perspectiva teórica, a presente tese teve como pergunta problematizadora: Quais as relações entre a autoeficácia docente para apoiar o bem-estar do educando, a autoeficácia para regular as emoções e a prática de ações pró-sociais em professores? Para responde-la estabeleceu-se como objetivos identificar, descrever e analisar: a) A autoeficácia docente para apoiar o bem-estar do aluno, a autoeficácia para regular as emoções em professores e a prática de comportamentos pró-sociais indicadas pelos professores, associando-as com as variáveis pessoais, da experiência docente e contexto de trabalho; b) O efeito da autoeficácia docente para apoiar o bem-estar dos alunos na frequência de comportamentos relacionados a essa crença; c) As relação entre a autoeficácia docente para apoiar o bem-estar dos alunos, a autoeficácia para regular as emoções e o comportamento pró-social em professores. Participaram desse estudo 229 professores da Educação Básica, com idades entre 23 a 67 anos, média de 45,6 anos (DP = 9). Os dados foram coletados de forma online por meio de quatro instrumentos: 1) Questionário de caracterização do participante; 2) Escala de autoeficácia docente para apoiar o bem-estar do aluno (EADABE); 3) Escala de autoeficácia para regular as emoções (EARE); 4) Escala de medida de pró-sociabilidade (EMPA). Os resultados revelaram por meio da path analysis, com bom índices de ajuste (GFI=0,995, AGFI=0,984, CFI=1,00 e RMSEA=0,000), que a autoeficácia para regular as emoções tem um efeito direto na autoeficácia para apoiar o bem-estar do aluno. Que por sua vez, tem um efeito direto na pratica de ações associadas ao bem-estar do estudante, e este finalmente, tem um efeito direto na realização de condutas pró-sociais. Considerando ainda nessas análises as variáveis pessoais, da experiência docente e do contexto de trabalho dos docentes, observou-se que os professores com maiores índices de autoeficácia e pratica de ações pró-sociais foram aqueles que mais se exercitam fisicamente, percebem-se saudáveis, julgam-se satisfeitos profissionalmente e respeitados. Os resultados dessa tese sugerem que para apoiar o bem-estar do aluno não se pode ignorar o bem-estar do professor. Nesse sentido, são necessárias políticas públicas que favoreçam a prática de exercícios físicos, melhorem a percepção de saúde e a satisfação com a docência. Como também processos de formação continuada que possibilitem fortalecer as crenças de autoeficácia dos professores, tanto para apoiar o bem-estar do aluno como para regular a emoções e que propiciem a prática de condutas pró-sociais e do bem-estar dos educandos e docentes.
The model of health promoting schools, in line with the 17 goals for sustainable development of the United Nations, advocates the implementation of comprehensive health in the school context, which presupposes the socio-emotional well-being of the student. In this implementation, the role of the teacher is fundamental. Studies indicate that among the determinants of teaching behavior are their emotional characteristics and self-efficacy. In the social theory approach, self-efficacy, the perception of ability about what one can accomplish, contributes significantly to what people do or fail to do. Among these behaviors are prosocial behaviors, described as voluntary actions aimed at benefiting other people. Considering this theoretical perspective, the present thesis had as a problematizing question: What are the relationships between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of pro-social actions in teachers? In order to answer it, the following objectives were established to identify, describe and analyze: a) Teacher self-efficacy to support student well-being, self-efficacy to regulate emotions in teachers and the practice of pro-social behaviors indicated by teachers, associating -these with personal variables, teaching experience and work context; b) The effect of teaching self-efficacy to support students' well-being on the frequency of behaviors related to this belief; c) The relationship between teacher self-efficacy to support students' well-being, self-efficacy to regulate emotions and prosocial behavior in teachers. A total of 229 Basic Education teachers participated in this study, aged between 23 and 67 years, with an average of 45.6 years (SD = 9). Data were collected online using four instruments: 1) Participant characterization questionnaire; 2) Teacher self-efficacy scale to support student well-being (EADABE); 3) Self-efficacy scale to regulate emotions (EARE); 4) Pro-Sociability Measurement Scale (EMPA). The results revealed through path analysis, with good fit indices (GFI=0.995, AGFI=0.984, CFI=1.00 and RMSEA=0.000), that self-efficacy to regulate emotions has a direct effect on self-efficacy to support the student well-being. Which, in turn, has a direct effect on the practice of actions associated with the student's well-being, and this, finally, has a direct effect on the realization of pro-social behaviors. Also considering in these analyzes the personal variables, teaching experience and the work context of the teachers, it was observed that the teachers with the highest levels of self-efficacy and practice of pro-social actions were those who exercised the most physically, perceived themselves to be healthy, they consider themselves professionally satisfied and respected. The results of this thesis suggest that to support student well-being one cannot ignore teacher well-being. In this sense, public policies that favor the practice of physical exercises, improve the perception of health and satisfaction with teaching are necessary. As well as continuing education processes that make it possible to strengthen teachers' self-efficacy beliefs, both to support the student's well-being and to regulate emotions and that promote the practice of pro-social behaviors and the well-being of students and teachers.
The model of health promoting schools, in line with the 17 goals for sustainable development of the United Nations, advocates the implementation of comprehensive health in the school context, which presupposes the socio-emotional well-being of the student. In this implementation, the role of the teacher is fundamental. Studies indicate that among the determinants of teaching behavior are their emotional characteristics and self-efficacy. In the social theory approach, self-efficacy, the perception of ability about what one can accomplish, contributes significantly to what people do or fail to do. Among these behaviors are prosocial behaviors, described as voluntary actions aimed at benefiting other people. Considering this theoretical perspective, the present thesis had as a problematizing question: What are the relationships between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of pro-social actions in teachers? In order to answer it, the following objectives were established to identify, describe and analyze: a) Teacher self-efficacy to support student well-being, self-efficacy to regulate emotions in teachers and the practice of pro-social behaviors indicated by teachers, associating -these with personal variables, teaching experience and work context; b) The effect of teaching self-efficacy to support students' well-being on the frequency of behaviors related to this belief; c) The relationship between teacher self-efficacy to support students' well-being, self-efficacy to regulate emotions and prosocial behavior in teachers. A total of 229 Basic Education teachers participated in this study, aged between 23 and 67 years, with an average of 45.6 years (SD = 9). Data were collected online using four instruments: 1) Participant characterization questionnaire; 2) Teacher self-efficacy scale to support student well-being (EADABE); 3) Self-efficacy scale to regulate emotions (EARE); 4) Pro-Sociability Measurement Scale (EMPA). The results revealed through path analysis, with good fit indices (GFI=0.995, AGFI=0.984, CFI=1.00 and RMSEA=0.000), that self-efficacy to regulate emotions has a direct effect on self-efficacy to support the student well-being. Which, in turn, has a direct effect on the practice of actions associated with the student's well-being, and this, finally, has a direct effect on the realization of pro-social behaviors. Also considering in these analyzes the personal variables, teaching experience and the work context of the teachers, it was observed that the teachers with the highest levels of self-efficacy and practice of pro-social actions were those who exercised the most physically, perceived themselves to be healthy, they consider themselves professionally satisfied and respected. The results of this thesis suggest that to support student well-being one cannot ignore teacher well-being. In this sense, public policies that favor the practice of physical exercises, improve the perception of health and satisfaction with teaching are necessary. As well as continuing education processes that make it possible to strengthen teachers' self-efficacy beliefs, both to support the student's well-being and to regulate emotions and that promote the practice of pro-social behaviors and the well-being of students and teachers.
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Palavras-chave
Professores, Autoeficácia, Bem-estar, Emoções, Pró-social, Teachers, Self-efficacy, Well-being, Emotions, Prosocial