| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.49 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Se olharmos para a profissão docente deparamo-nos logo com um paradoxo, paixão/ razão/ satisfação, por um lado e descrédito/ insatisfação e desmotivação, por outro. Vivem-se momentos de insatisfação laboral, ou porque a escola continua demasiadamente burocrática, ou porque socialmente há uma desvalorização social e económica, ou porque está instalada uma crise identitária na escola ou porque não existe uma cultura democrática na vida e gestão das escolas. O mal-estar docente está assim associado a fatores motivacionais de satisfação ou insatisfação na praxis laboral.
A motivação pode potenciar o desenvolvimento do trabalho do docente por um lado, e por outro, a melhoria do bem-estar humano. Já a desmotivação pode levar a níveis de exaustão e consequentemente ao “abandono” da profissão. Este trabalho pretende assim, investigar o estado anímico dos professores em Portugal, nas escolas públicas, identificando quais os fatores intrínsecos e extrínsecos associados a esta problemática, com o recurso à revisão de literatura sobre políticas educativas nos últimos dez anos (2007-2017), sobre culturas profissionais, liderança e modo de exercício do diretor, sobre as teorias da motivação na gestão das organizações e lideranças. Privilegiamos um design metodológico quantitativo descritivo e inferencial, onde 5823 docentes inscritos na plataforma da Direção Geral de Administração Escolar, foram participantes neste estudo. Os resultados obtidos a partir das perceções dos professores na sua grande maioria, evidenciam uma elevada desmotivação/ insatisfação profissional traduzida em cansaço e exaustão, face ao impacto das políticas educativas (Estatuto da Carreira Docente e Avaliação de Desempenho Docente), ao reconhecimento social, às condições de trabalho, ao clima escolar e às relações de trabalho, compro metendo assim as expetativas e o futuro profissional dos professores. Os resultados do estudo demonstram igualmente que foram os fatores extrínsecos que mais potenciam e promovem a desmotivação /insatisfação profissional.
If we closely look at the teaching profession we immediately come across a paradox, passion / reason / satisfaction on one hand, and disbelief / dissatisfaction and demotivation on the other. We are living times of dissatisfaction at work, or because school insists on being exceedingly bureaucratic, or because there is a social and economic devaluation, or because an identity crisis has been set at school or because there isn’t a democratic culture in the school’s life and management. The teaching uneasiness is thus associated to motivational factors of satisfaction or dissatisfaction within the working praxis. Motivation can embolden the development of the teacher’s work on one hand, and improve the human well-being on the other. Reversely, demotivation can lead to burnout levels and consequently to the abandonment of the teaching profession. This work intends to research on the Portuguese teachers’ animist state, in public schooling, identifying which intrinsic or external factors are associated to this issue, through the revision of bibliography on educational political measures throughout the last ten years (2007-2017); on professional cultures, leadership and the head teacher’s way of practicing, on motivational theories in the management of organisations and leaderships. We have privileged a methodological quantifying descriptive and inferential approach, on which 5823 teachers enrolled in the DGAE (General Board of Schooling Administration) platform have participated in. From the teachers’ perceptions, the results, mostly, reveal a high demotivation and dissatisfaction translated into tiredness and burnout, due to the impact of educational political measures (Teaching Career Status and Teachers’ Performance Assessment), to social recognition, to working conditions, to the schooling environment and working relationships, thus compromising expectations and the teachers’ professional future. The study results have furthermore shown that the external factors are the ones that have increased and promoted the professional demotivation / dissatisfaction.
If we closely look at the teaching profession we immediately come across a paradox, passion / reason / satisfaction on one hand, and disbelief / dissatisfaction and demotivation on the other. We are living times of dissatisfaction at work, or because school insists on being exceedingly bureaucratic, or because there is a social and economic devaluation, or because an identity crisis has been set at school or because there isn’t a democratic culture in the school’s life and management. The teaching uneasiness is thus associated to motivational factors of satisfaction or dissatisfaction within the working praxis. Motivation can embolden the development of the teacher’s work on one hand, and improve the human well-being on the other. Reversely, demotivation can lead to burnout levels and consequently to the abandonment of the teaching profession. This work intends to research on the Portuguese teachers’ animist state, in public schooling, identifying which intrinsic or external factors are associated to this issue, through the revision of bibliography on educational political measures throughout the last ten years (2007-2017); on professional cultures, leadership and the head teacher’s way of practicing, on motivational theories in the management of organisations and leaderships. We have privileged a methodological quantifying descriptive and inferential approach, on which 5823 teachers enrolled in the DGAE (General Board of Schooling Administration) platform have participated in. From the teachers’ perceptions, the results, mostly, reveal a high demotivation and dissatisfaction translated into tiredness and burnout, due to the impact of educational political measures (Teaching Career Status and Teachers’ Performance Assessment), to social recognition, to working conditions, to the schooling environment and working relationships, thus compromising expectations and the teachers’ professional future. The study results have furthermore shown that the external factors are the ones that have increased and promoted the professional demotivation / dissatisfaction.
Description
Keywords
Des(motivação) (In)satisfação Profissão Professores Exaustão profissional De(motivation) (Dis)satisfaction Profession Teachers Professional burnout