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O assédio moral e o bem-estar dos docentes do 1º ciclo do ensino básico : um fantasma disfarçado
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O bem-estar no trabalho é fundamental na classe docente na medida em que fomenta a eficácia do ensino e o crescente sucesso escolar dos alunos. Um dos fatores que pode deteriorar o bem estar docente é o assédio moral no trabalho. O assédio moral pode definir-se como o comportamento repetitivo e sistemático, praticado por uma pessoa ou grupo pessoas contra outra pessoa, com o propósito de destruir a sua dignidade, causar danos à sua saúde física e psicológica. Alguns trabalhos têm vindo a destacar a prevalência de fenómenos de assédio moral sobre professores no contexto de trabalho, indicando que um elevado número de docentes é vítima de comportamento de assédio, experiências que provocam desgaste físico e emocional, pondo em causa o exercício da profissão bem como o bem-estar pessoal dos docentes. Na linha destes trabalhos, esta dissertação tem como objetivo analisar o impacto do assédio moral no bem-estar dos docentes portugueses de 1.º ciclo do Ensino Básico. Trata-se de um estudo de natureza quantitativa, no qual foram administrados questionários a um total de 331docentes do 1.º ciclo do Ensino Básico das escolas portuguesas. Foram administrados 2 questionários para avaliar o assédio moral (LIPT 60, adaptado de Riviera e Abuín, 2005, Versão Portuguesa de João, 2012) e o bem-estar psicológico (Escala de Medida de Bem-Estar Psicológico - EMMBEP, adaptado de Massé et al.,1998, Versão Portuguesa de Monteiro, Tavares & Pereira, 2006). Os resultados indicam que os fenómenos de assédio mais frequentes são os de bloqueio à comunicação e desprestígio laboral e os menos frequentes são os ataques diretos. Além disso, diferentes formas de assédio moral, como o bloqueio à comunicação, ataques diretos, isolamento, desprestígio laboral e pessoal, e manipulação profissional, têm um impacto negativo e significativo em várias dimensões do bem-estar dos docentes. Conclui-se que comportamentos prejudiciais no ambiente de trabalho reduzem o bem-estar emocional e social dos docentes, afetando diretamente o seu equilíbrio emocional e a sua qualidade de vida, justificando medidas adequadas ao contexto e às características laborais de docentes de 1.º ciclo. Sugere-se a continuidade de estudos acerca do tema tendo em vista um conhecimento mais profundo das experiências subjetivas dos docentes bem como o desenho de políticas adequadas que favoreçam relações positivas e bem-estar.
Well-being at work is crucial among teaching staff as it fosters teaching effectiveness and the increasing academic success of students. One factor that can deteriorate teacher well-being is workplace harassment. Workplace harassment can be defined as repetitive and systematic behavior, carried out by an individual or a group of people against another person, with the purpose of destroying their dignity and causing harm to their physical and psychological health. Some studies have highlighted the prevalence of harassment phenomena directed at teachers in the work context, indicating that many teachers are victims of bullying behavior, experiences that cause physical and emotional wear and tear, jeopardizing the practice of the profession as well as the personal well-being of teachers. Building on this body of research, this dissertation aims to analyze the impact of workplace harassment on the well-being of Portuguese primary school teachers. This is a quantitative study in which questionnaires were administered to a total of 331 teachers from the first cycle of basic education in Portuguese schools. Two questionnaires were administered to assess workplace harassment (LIPT 60, adapted by Riviera and Abuín, 2005, Portuguese Version by João, 2012) and psychological well-being (Psychological Well-Being Measurement Scale - EMMBEP, adapted by Massé et al., 1998, Portuguese Version by Monteiro, Tavares & Pereira, 2006). The results indicate that the most frequent bullying phenomena are communication blockages and workplace discredit, while the least frequent are direct attacks. Furthermore, different forms of workplace bullying, such as communication blockage, direct attacks, isolation, workplace and personal discredit, and professional manipulation, have a negative and significant impact on various dimensions of teacher well-being. It is concluded that harmful behaviors in the work environment reduce teachers' emotional and social well-being, directly affecting their emotional balance and quality of life, justifying the need for measures tailored to the context and work characteristics of first cycle teachers. It is suggested that further studies on the topic be conducted to gain a deeper understanding of the subjective experiences of teachers, as well as the design of appropriate policies that promote positive relationships and well-being.
Well-being at work is crucial among teaching staff as it fosters teaching effectiveness and the increasing academic success of students. One factor that can deteriorate teacher well-being is workplace harassment. Workplace harassment can be defined as repetitive and systematic behavior, carried out by an individual or a group of people against another person, with the purpose of destroying their dignity and causing harm to their physical and psychological health. Some studies have highlighted the prevalence of harassment phenomena directed at teachers in the work context, indicating that many teachers are victims of bullying behavior, experiences that cause physical and emotional wear and tear, jeopardizing the practice of the profession as well as the personal well-being of teachers. Building on this body of research, this dissertation aims to analyze the impact of workplace harassment on the well-being of Portuguese primary school teachers. This is a quantitative study in which questionnaires were administered to a total of 331 teachers from the first cycle of basic education in Portuguese schools. Two questionnaires were administered to assess workplace harassment (LIPT 60, adapted by Riviera and Abuín, 2005, Portuguese Version by João, 2012) and psychological well-being (Psychological Well-Being Measurement Scale - EMMBEP, adapted by Massé et al., 1998, Portuguese Version by Monteiro, Tavares & Pereira, 2006). The results indicate that the most frequent bullying phenomena are communication blockages and workplace discredit, while the least frequent are direct attacks. Furthermore, different forms of workplace bullying, such as communication blockage, direct attacks, isolation, workplace and personal discredit, and professional manipulation, have a negative and significant impact on various dimensions of teacher well-being. It is concluded that harmful behaviors in the work environment reduce teachers' emotional and social well-being, directly affecting their emotional balance and quality of life, justifying the need for measures tailored to the context and work characteristics of first cycle teachers. It is suggested that further studies on the topic be conducted to gain a deeper understanding of the subjective experiences of teachers, as well as the design of appropriate policies that promote positive relationships and well-being.
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Bem-estar Assédio moral Professores 1º ciclo do EB Well-being Moral harrassment Teachers Primary education
Contexto Educativo
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Licença CC
Sem licença CC