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Contributos para a avaliação do programa A+ em professores do 1º ciclo : um estudo piloto
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Resumo(s)
Ao longo dos últimos anos, a comunidade educativa tem vindo a confrontar-se
com constantes desafios que condicionam a sua saúde ocupacional, potenciando sintomas
de stress e burnout. Para além disso, a situação pandémica vivenciada nos últimos dois
anos veio acentuar ainda mais esses desafios. Torna-se, assim, percetível a necessidade
de intervenção nesta profissão a fim de potenciar o seu bem-estar e minorar os impactos
de stress e burnout aos quais estão sujeitos. Um dos principais fatores de proteção são as
competências sociais e emocionais (i.e. autoconhecimento, autorregulação, consciência
social, construção de relações positivas e tomada de decisão responsável) que têm um
efeito significativo na perceção de competência e saúde ocupacional. Assim, o presente
estudo tem como principal objetivo a avaliação da eficácia de um programa de promoção
de competências sociais e emocionais em professores do 1º ciclo. Os resultados da
investigação mostram que o programa apresentou alterações significativas nas dimensões
de Gestão de Conflitos e Tomada de Decisão Responsável, sendo que para a dimensão de
Gestão de Conflitos a alteração foi em sentido negativo, apresentando uma diminuição de
pré-teste para pós-teste; por outro lado, para a dimensão de Tomada de Decisão
Responsável a alteração foi em sentido positivo, aumentando de pré para pós-teste. Nas
outras dimensões de competência não foram encontradas alterações significativas. Foi
também avaliada a qualidade da implementação da intervenção a qual apresentou
resultados muito positivos. A discussão dos resultados surge numa perspetiva de tentar
compreender os dados à luz dos da literatura na área. Para além disso, serão também
apontadas as limitações do estudo, assim como os contributos que futuros estudos podem
dar à investigação.
Over the past few years, the educational community has been facing constant challenges that affect its occupational health, enhancing symptoms of stress and burnout. Furthermore, the pandemic situation experienced in the last two years has further accentuated these challenges. Thus, the need for intervention in this profession becomes noticeable in order to enhance their well-being and lessen the impacts of stress and burnout to which they are subject. One of the main protective factors is social and emotional competence (i.e., self-awareness, self-regulation, social awareness, relationship skills and responsible decision-making) which have a significant effect in responsible perception of competence and occupational health. Thus, the aim of this study is to evaluate the effectiveness of a program to promote social and emotional skills in primary school teachers. The research results showed that the intervention promoted changes in the dimensions of Conflict Management and Responsible Decision Making, and for a measure of Conflict Management the change was in the negative direction, decreasing from pre-test to post-test; on the other hand, for the Responsible Decision Making dimension, the change was in a positive sense, increasing from pre to post-test. In the other competence dimensions, no changes were found. The quality of the implementation of the intervention was also evaluated, with very positive results. The discussion of the results arises from an attempt to understand the data in light of the acquired knowledge and the effectiveness of the intervention based on the literature. In addition, limitations of the study will also be pointed out, as well as the contributions that future studies can make to the investigation.
Over the past few years, the educational community has been facing constant challenges that affect its occupational health, enhancing symptoms of stress and burnout. Furthermore, the pandemic situation experienced in the last two years has further accentuated these challenges. Thus, the need for intervention in this profession becomes noticeable in order to enhance their well-being and lessen the impacts of stress and burnout to which they are subject. One of the main protective factors is social and emotional competence (i.e., self-awareness, self-regulation, social awareness, relationship skills and responsible decision-making) which have a significant effect in responsible perception of competence and occupational health. Thus, the aim of this study is to evaluate the effectiveness of a program to promote social and emotional skills in primary school teachers. The research results showed that the intervention promoted changes in the dimensions of Conflict Management and Responsible Decision Making, and for a measure of Conflict Management the change was in the negative direction, decreasing from pre-test to post-test; on the other hand, for the Responsible Decision Making dimension, the change was in a positive sense, increasing from pre to post-test. In the other competence dimensions, no changes were found. The quality of the implementation of the intervention was also evaluated, with very positive results. The discussion of the results arises from an attempt to understand the data in light of the acquired knowledge and the effectiveness of the intervention based on the literature. In addition, limitations of the study will also be pointed out, as well as the contributions that future studies can make to the investigation.
Descrição
Dissertação de mestrado, Psicologia (Área de Especialização em Psicologia da Educação e Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2021
Palavras-chave
Gestão de conflitos Competências sociais Bem-estar Professores do ensino básico (1º Ciclo) Desenvolvimento das competências Profissão de professor Teses de mestrado - 2021