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Autoconceito profissional dos professores: Construção de uma escala de avaliação
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Orientador(es)
Resumo(s)
A falta de instrumentos de avaliação do autoconceito profissional dos docentes do ensino
básico e secundário conduziu à elaboração de um instrumento que denominámos Escala de
Autoconceito Profissional dos Professores (EAPP). A aplicação da escala EAPP, com 36
itens, incidiu numa amostra de 342 professores, de diferentes escolas do ensino básico e
secundário, de ambos os sexos, de diferentes idades, em diferentes fases de
desenvolvimento da sua carreira e com diferentes tipos de formação profissional. Foi
realizada uma análise factorial de componentes principais seguida de rotação varimax,
tendo surgido quatro factores (cuidado na relação interpessoal, segurança em contexto
laboral, cooperatividade, e reconhecimento laboral), com uma explicação de 46.79% de
variância total. Foram determinados os coeficientes de consistência interna para diferentes
grupos de pertença, apresentando-se o índice alpha bastante elevado (0.90) na amostra total
e no factor global. No estudo da validade externa da EAPP, os resultados evidenciaram a
existência de correlações altamente significativas e negativas entre o autoconceito
profissional e o “mal-estar docente”; também altamente significativas foram as correlações
entre as dimensões do autoconceito profissional e cada uma das variáveis “envolvimento do
professor na promoção dos alunos” e “competências para lidar com a indisciplina”,
apresentando-se, neste caso e como esperado, positivas. Para além do destaque às
qualidades psicométricas do instrumento criado, é relevada a sua utilidade na investigação
em Educação.
The lack of evaluation tools regarding basic and secondary teachers’ professional self-concept led to the elaboration of an instrument we called Teachers’ Professional Self-Concept Scale (EAPP). The EAPP scale, with 36 items, was applied to a sample of 342 teachers, from different basic and secondary schools, of both genders, different ages, in different phases of their careers and with different types of professional formation. A factria analysis of the main components followed by varimax rotation was undertaken, and four factors arose (care in interpersonal relations, safety in work, cooperativity, and recognition in work), with a 46.79% explanation of total variance. The internal consistency coefficients were established for different groups, with a rather high alpha (0.90) in the total sample and in the global factor. In the study of EAPP’s external validity, the results showed the presence of high significant, negative correlations between professional self-concept and “teachers’ discomfort”; the correlations between the dimensions of professional selfconcept and each of the variables “involvement of the teacher in students’ promotion” and “competencies to deal with indiscipline” were also highly significant and, as expected, positive. Besides highlighting the psychometric qualities of the instrument, its use in research in Education is stressed.
The lack of evaluation tools regarding basic and secondary teachers’ professional self-concept led to the elaboration of an instrument we called Teachers’ Professional Self-Concept Scale (EAPP). The EAPP scale, with 36 items, was applied to a sample of 342 teachers, from different basic and secondary schools, of both genders, different ages, in different phases of their careers and with different types of professional formation. A factria analysis of the main components followed by varimax rotation was undertaken, and four factors arose (care in interpersonal relations, safety in work, cooperativity, and recognition in work), with a 46.79% explanation of total variance. The internal consistency coefficients were established for different groups, with a rather high alpha (0.90) in the total sample and in the global factor. In the study of EAPP’s external validity, the results showed the presence of high significant, negative correlations between professional self-concept and “teachers’ discomfort”; the correlations between the dimensions of professional selfconcept and each of the variables “involvement of the teacher in students’ promotion” and “competencies to deal with indiscipline” were also highly significant and, as expected, positive. Besides highlighting the psychometric qualities of the instrument, its use in research in Education is stressed.
Descrição
Estudo apresentado no VII Congresso Galaico-Português de Psicopedagogia, realizado em 24, 25 e 26 de Setembro
de 2003, pela Universidade do Minho e pela Universidade da Corunha. Corunha: Universidade da Corunha.
Palavras-chave
Autoconceito Autoconceito profissional dos professores Mal-estar docente
Contexto Educativo
Citação
Revista Galego-Portuguesa de Psicoloxía e Educación