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Atitudes e intenções dos professores face à inclusão : relação com o satisfação com a vida, bem-estar e a autoeficácia
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A Educação Inclusiva tem assumido crescente importância em Portugal, promovendo contextos de aprendizagem onde todos os alunos se sintam valorizados. Neste âmbito, as Atitudes e Intenções para a Inclusão traduzem as crenças e a predisposição dos professores para práticas pedagógicas inclusivas, enquanto a Autoeficácia se refere à confiança na sua capacidade de as implementar. A Satisfação com a Vida corresponde à avaliação global que o indivíduo faz da sua vida e o Bem-Estar dos Professores integra dimensões como satisfação profissional, perceção de eficácia e apoio organizacional. O presente estudo teve como objetivo analisar as relações entre Atitudes e Intenções para a Inclusão, Autoeficácia para práticas inclusivas, Satisfação com a Vida e Bem-Estar dos Professores, numa amostra de 123 docentes portugueses. A recolha de dados foi realizada através de questionário online, composto por um inquérito sociodemográfico, a Escala de Atitudes e Intenções para a Inclusão, a Escala de Autoeficácia na Implementação de Práticas Inclusivas, a Escala de Satisfação com a Vida e a Escala de Bem-Estar dos professores. Os resultados evidenciaram níveis moderados de atitudes e intenções inclusivas, autoeficácia e satisfação/bem-estar docente. Verificaram-se correlações positivas e significativas entre atitudes e intenções para a inclusão, autoeficácia e bem-estar/satisfação com a vida, sugerindo que professores emocionalmente mais satisfeitos se sentem também mais competentes e motivados para práticas inclusivas. Não se observaram diferenças significativas em função do sexo, idade, tempo de serviço, formação específica ou número de ciclos de lecionação, indicando que estes fatores não influenciam de forma isolada as perceções dos docentes. Futuras investigações, com metodologias longitudinais e amostras mais diversificadas, poderão aprofundar estas relações e contribuir para o fortalecimento de práticas educativas inclusivas.
Inclusive Education has gained increasing relevance in Portugal, fostering learning environments in which all students feel valued. In this context, Attitudes and Intentions towards Inclusion reflect teachers’ beliefs and predisposition towards inclusive pedagogical practices, while Self-Efficacy refers to their confidence in their ability to implement such practices. Life Satisfaction represents individuals’ overall cognitive evaluation of their lives, and Teacher Well-Being encompasses dimensions such as professional satisfaction, perceived effectiveness, and organizational support. This study aimed to analyse the relationships between Attitudes and Intentions towards Inclusion, Self-Efficacy for inclusive practices, Life Satisfaction, and Teacher Well-Being in a sample of 123 Portuguese teachers. Data were collected through an online questionnaire consisting of a sociodemographic survey, the Attitudes and Intentions for Inclusion Scale, the Teacher Self-Efficacy for Inclusive Practices Scale, the Satisfaction with Life Scale, and the Teacher Well-Being Scale. The results revealed moderate levels of inclusive attitudes and intentions, self-efficacy, and teacher life satisfaction/well-being. Positive and significant correlations were found between attitudes and intentions towards inclusion, self-efficacy, and life satisfaction/well-being, suggesting that teachers who experience higher emotional satisfaction also feel more competent and motivated to implement inclusive practices. No significant differences were observed regarding sex, age, years of service, specific training, or number of teaching levels, indicating that these factors do not independently influence teachers’ perceptions of inclusion. Future research using longitudinal methodologies and more diverse samples may deepen these findings and support the development of more inclusive educational practices.
Inclusive Education has gained increasing relevance in Portugal, fostering learning environments in which all students feel valued. In this context, Attitudes and Intentions towards Inclusion reflect teachers’ beliefs and predisposition towards inclusive pedagogical practices, while Self-Efficacy refers to their confidence in their ability to implement such practices. Life Satisfaction represents individuals’ overall cognitive evaluation of their lives, and Teacher Well-Being encompasses dimensions such as professional satisfaction, perceived effectiveness, and organizational support. This study aimed to analyse the relationships between Attitudes and Intentions towards Inclusion, Self-Efficacy for inclusive practices, Life Satisfaction, and Teacher Well-Being in a sample of 123 Portuguese teachers. Data were collected through an online questionnaire consisting of a sociodemographic survey, the Attitudes and Intentions for Inclusion Scale, the Teacher Self-Efficacy for Inclusive Practices Scale, the Satisfaction with Life Scale, and the Teacher Well-Being Scale. The results revealed moderate levels of inclusive attitudes and intentions, self-efficacy, and teacher life satisfaction/well-being. Positive and significant correlations were found between attitudes and intentions towards inclusion, self-efficacy, and life satisfaction/well-being, suggesting that teachers who experience higher emotional satisfaction also feel more competent and motivated to implement inclusive practices. No significant differences were observed regarding sex, age, years of service, specific training, or number of teaching levels, indicating that these factors do not independently influence teachers’ perceptions of inclusion. Future research using longitudinal methodologies and more diverse samples may deepen these findings and support the development of more inclusive educational practices.
Descrição
Palavras-chave
Educação inclusiva Atitudes Intenções Autoeficácia Satisfação com a vida Bem-estar Professores Inclusive education Attitudes Intentions Self-efficacy Life satisfaction Well-being Teachers
Contexto Educativo
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Licença CC
Sem licença CC