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A retenção e o bem estar docente : um estudo exploratório no ensino superior em Portugal
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O ensino superior em Portugal passou por várias mudanças, particularmente relacionadas com a implementação do Regime Jurídico das Instituições de Ensino Superior (RJIES). Considerando ser um contexto de crescentes exigências cognitivas para desempenhar múltiplos papeis, é importante compreender se essas mudanças nas condições de trabalho afetam o bem-estar dos professores. Pretende-se por meio deste estudo, analisar se a satisfação com as condições de trabalho influencia a relação entre o burnout docente e a intenção de deixar o setor do ensino superior em Portugal. O presente estudo utiliza uma metodologia quantitativa, os dados foram coletados por meio de um questionário online, resultando em uma amostra final de 98 participantes. Os resultados da análise de mediação, realizada com o programa SPSS PROCESS, indicam que o burnout docente prediz positivamente a intenção de saída, e prediz negativamente a satisfação no trabalho entre os professores. Observou-se também que a satisfação no trabalho entre os professores prediz negativamente a intenção de saída. Por fim, confirmou-se o papel mediador da satisfação na relação entre o burnout docente e a intenção de deixar o emprego.
Higher education in Portugal has undergone several changes, particularly related to the implementation of the Legal Framework for Higher Education Institutions (RJIES). Considering that there are increasing cognitive demands to perform multiple roles, it is important to understand whether these changes in working conditions affect teachers' well-being. The aim of this study is to analyze whether satisfaction with working conditions influences the relationship between teacher burnout and the intention to leave the higher education sector in Portugal. The present study uses a quantitative methodology, and data were collected through an online questionnaire, yielding a final sample of 98 participants. The results of the mediation analysis, conducted using the SPSS PROCESS program, indicate that teacher burnout positively predicts exit intention and negatively predicts job satisfaction among teachers. It was also noted that job satisfaction among teachers negatively predicts exit intention. Finally, the mediating role of satisfaction in the relationship between burnout and intention to leave was confirmed.
Higher education in Portugal has undergone several changes, particularly related to the implementation of the Legal Framework for Higher Education Institutions (RJIES). Considering that there are increasing cognitive demands to perform multiple roles, it is important to understand whether these changes in working conditions affect teachers' well-being. The aim of this study is to analyze whether satisfaction with working conditions influences the relationship between teacher burnout and the intention to leave the higher education sector in Portugal. The present study uses a quantitative methodology, and data were collected through an online questionnaire, yielding a final sample of 98 participants. The results of the mediation analysis, conducted using the SPSS PROCESS program, indicate that teacher burnout positively predicts exit intention and negatively predicts job satisfaction among teachers. It was also noted that job satisfaction among teachers negatively predicts exit intention. Finally, the mediating role of satisfaction in the relationship between burnout and intention to leave was confirmed.
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Burnout Satisfação no trabalho Intenção de saída Docentes do ensino superior Bem-estar do professor Job satisfaction Turnover intention Higher education teachers Teacher well-being
Contexto Educativo
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Licença CC
Sem licença CC