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Abstract(s)
Este estudo teve como objetivo analisar o bem-estar, a saúde psicológica e a satisfação com o trabalho de professores após a pandemia COVID-19, a fim de identificar fatores socioculturais e individuais que influenciam esses parâmetros. O estudo enquadra-se na metodologia qualitativa. Foi realizado um grupo de discussão focalizada com a participação de seis professoras do 2º e 3º Ciclo do Ensino Básico, do sexo feminino, com idades compreendidas entre os 30 e os 55 anos, com diferentes anos de experiência na profissão e que lecionam as disciplinas História e Geografia de Portugal, Ciências, Português e Inglês, Físico-química e Matemática. A análise dos dados seguiu um processo de análise temática indutiva. Os resultados realçam a importância dos relacionamentos interpessoais para a promoção de um ambiente psicologicamente saudável na escola, bem como o papel fundamental da família, dos colegas, dos encarregados de educação, dos alunos e do autocuidado como fontes de apoio/suporte. Como implicações, sugere-se a promoção e construção de relações colaborativas entre os professores e os encarregados de educação, pois é essencial para o sucesso dos alunos, e ainda a obrigação da escola de promover a boa convivência entre o pessoal docente e não docente.
This study aimed to analyse the well-being, psychological health and job satisfaction of teachers after the COVID-19 pandemic, in order to identify sociocultural and individual factors that influence these parameters. The study used the qualitative methodology. A focus group was held with the participation of six female teachers from the 2nd and 3rd Cycle of Basic Education, aged between 30 and 55 years, with different years of experience in the profession and who teach the disciplines History and Geography of Portugal, Science, Portuguese and English, Physical Chemistry and Mathematics. Data analysis followed an inductive thematic analysis process. The results highlight the importance of interpersonal relationships to promote a psychologically healthy environment at school, as well as the fundamental role of family, colleagues, guardians, students, and self-care as sources of support. As implications, it is suggested the promotion and construction of collaborative relationships between teachers and guardians, as it is essential for the success of students, and the school's obligation to promote good coexistence between teaching and non-teaching staff.
This study aimed to analyse the well-being, psychological health and job satisfaction of teachers after the COVID-19 pandemic, in order to identify sociocultural and individual factors that influence these parameters. The study used the qualitative methodology. A focus group was held with the participation of six female teachers from the 2nd and 3rd Cycle of Basic Education, aged between 30 and 55 years, with different years of experience in the profession and who teach the disciplines History and Geography of Portugal, Science, Portuguese and English, Physical Chemistry and Mathematics. Data analysis followed an inductive thematic analysis process. The results highlight the importance of interpersonal relationships to promote a psychologically healthy environment at school, as well as the fundamental role of family, colleagues, guardians, students, and self-care as sources of support. As implications, it is suggested the promotion and construction of collaborative relationships between teachers and guardians, as it is essential for the success of students, and the school's obligation to promote good coexistence between teaching and non-teaching staff.
Description
Keywords
Bem-estar Saúde psicológica Pandemia covid-19 Grupo de discussão focalizada Well-being Psychological health Covid-19 pandemic Focus group