Relações entre o empoderamento de professores, a autoeficácia docente e eficácia coletiva escolar
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Data
2018-10-26
Autores
Florindo, Caroline Wenzel [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Objeto de estudo em diversas linhas de pesquisa na área da educação, a profissão docente passou por mudanças identitárias ao longo da história. Tais mudanças históricas interferiram nos processos de flexibilização, precarização, desvalorização e desprofissionalização do trabalho docente. No cenário atual há um número significativo de professores afastados ou readaptados. Muitos foram afetados por doenças decorrentes e intensificadas pela precariedade do ambiente de trabalho, salários incompatíveis, falta de eficácia das leis de proteção e debilidade do sistema. Diante dessa realidade o professor expressa as sensações de insegurança, desamparo, desqualificação, desmotivação e perda da autonomia. Considerando o empoderamento de professores como um processo de desenvolvimento de competências para realizar mudanças no seu próprio crescimento profissional e resolver seus próprios problemas, a autoeficácia docente como a crença que o indivíduo tem em si mesmo para tornar-se agente de mudança em busca de melhores condições de trabalho, surge um pondo de intersecção entre estes dois constructos. Com metodologia de caráter quanti-qualitativo, este estudo objetivou identificar, descrever e analisar, junto aos professores da educação básica: a) as crenças de autoeficácia docente e eficácia coletiva escolar; b) o contexto de atuação dos professores e suas condições de trabalho; c) a percepção de empoderamento dos professores; e d) as relações entre as variáveis do contexto, as crenças de autoeficácia, eficácia coletiva escolar e o empoderamento dos professores. Para tanto, utilizaremos como instrumentos de coleta de dados um questionário de caracterização do participante, uma Escala de Empoderamento do Professor, a Escala de Autoeficácia Docente – versão curta, e a Escala de Eficácia coletiva. Os resultados foram analisados através de análise estatística e análise de conteúdo e ofereceram respostas sobre nossas indagações incluindo a correlação positiva entre os constructos por nós analisados, além da reflexão sobre o conceito de empoderamento diante do cotidiano docente.
Object of study in several lines of research in the education’s area, the teaching profession has undergone identity changes throughout history. Such historical changes have interfered in the processes of flexibilization, precariousness, devaluation and deprofessionalization of the teaching work. In the current scenario there are a significant number of teachers removed or readapted. Many have been affected by diseases and intensified by the precariousness of the work environment, incompatible salaries, lack of effectiveness of the protection laws and precariousness of the system. Faced with this reality, the teacher expresses the feelings of insecurity, helplessness, disqualification, demotivation and loss of autonomy. Considering the empowerment of teachers as a process of developing skills to make changes in their own professional growth and solve their own problems and teacher self-efficacy as the belief that the individual has in himself to become a change agent in search of better conditions of work, there is an intersection between these two constructs. With quantitative-qualitative methodology, this study aimed to identify, describe and analyze, together with teachers of basic education: a) beliefs about teacher self-efficacy and school effectiveness; b) the context of the work of teachers and their working conditions; c) the perception of teacher empowerment; and d) the relationships between context variables, self-efficacy beliefs, collective school effectiveness, and teacher empowerment. To do so, we will use, as instruments of data collection, a participant characterization questionnaire, a Teacher Empowerment Scale, the Teaching Self-Efficacy Scale - short version, and the Collective Effectiveness Scale. The results were analyzed through statistical analysis and content analysis and offered answers about our inquiries including the positive correlation between the constructs we analyzed, as well as the reflection about the concept of empowerment in front of daily teaching.
Object of study in several lines of research in the education’s area, the teaching profession has undergone identity changes throughout history. Such historical changes have interfered in the processes of flexibilization, precariousness, devaluation and deprofessionalization of the teaching work. In the current scenario there are a significant number of teachers removed or readapted. Many have been affected by diseases and intensified by the precariousness of the work environment, incompatible salaries, lack of effectiveness of the protection laws and precariousness of the system. Faced with this reality, the teacher expresses the feelings of insecurity, helplessness, disqualification, demotivation and loss of autonomy. Considering the empowerment of teachers as a process of developing skills to make changes in their own professional growth and solve their own problems and teacher self-efficacy as the belief that the individual has in himself to become a change agent in search of better conditions of work, there is an intersection between these two constructs. With quantitative-qualitative methodology, this study aimed to identify, describe and analyze, together with teachers of basic education: a) beliefs about teacher self-efficacy and school effectiveness; b) the context of the work of teachers and their working conditions; c) the perception of teacher empowerment; and d) the relationships between context variables, self-efficacy beliefs, collective school effectiveness, and teacher empowerment. To do so, we will use, as instruments of data collection, a participant characterization questionnaire, a Teacher Empowerment Scale, the Teaching Self-Efficacy Scale - short version, and the Collective Effectiveness Scale. The results were analyzed through statistical analysis and content analysis and offered answers about our inquiries including the positive correlation between the constructs we analyzed, as well as the reflection about the concept of empowerment in front of daily teaching.
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Palavras-chave
Empoderamento de professores, Autoeficácia docente, Eficácia coletiva escolar, Condições de trabalho, Teacher empowerment, Teacher self-efficacy, Collective efficacy, Work conditions