Crenças de autoeficácia de professores do ensino fundamental e sua relação com percepções de apoios na escola

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The present study investigated Elementary School teachers self-efficacy beliefs and their relationship with support perceptions at school. Sample was formed by two large teachers groups from two different regions in Paraná state. As instrument questionnaire in Likert scale was constructed, designated to assess self-efficacy to teach, to classroom management and to motivate, besides support perceptions in school context. An exploratory factor analysis however concluded for only two variables resolution, namely, teaching and classroom management self-efficacy. In all subscales mean scores were relatively high. Support perceptions appeared as significantly related to both self-efficacy subscales and through regression analysis with a significant predictive power. ANOVA applied to functional relationships among self-efficacy mean scores and support perceptions, on one side, and age and in service time demographic variables, on the other side, a higher scores tendency appeared among older teachers. These results were discussed in the light of research literature and Bandura s personal agency theory and new researches were suggested, especially concerning self-efficacy measurement instruments.

ASSUNTO(S)

professores - formação prática de ensino - motivação na educação teacher training practice teaching - motivation in education

ACESSO AO ARTIGO

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