Orientador: Roberta Gurgel Azzi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T18:18:42Z (GMT). No. of bitstreams: 1 Ferreira_LuizaCristinaMauad_D.pdf: 1216367 bytes, checksum: 2d92c273b1570fb9ff17b73ab3546a8a (MD5) Previous issue date: 2011 / Resumo: O objetivo desse estudo foi verificar as relações existentes entre a variável psicológica, a autoeficácia docente, que é a crença que o professor tem na sua capacidade de escolher rumos de ação onde consiga melhores resultados com seus alunos conforme proposto por Bandura, a Síndrome de Burnout, que é uma resposta afetiva a uma contínua e prolongada exposição a fatores estressantes composta de três dimensões: Exaustão física e emocional, Despersonalização e Falta de realização profissional, bem como as relações desses dois construtos com as variáveis pessoais, contextuais e estruturais da função docente. Um total de 100 professores do Ensino Médio do estado de Minas Gerais no Brasil participou da investigação. Os instrumentos utilizados foram: um questionário de caracterização de Iaochite (2007), a escala de Burnout Docente CBP-R- Cuestionário de Burnout Del Professorado (Jimenez et al 2000) que apresentou evidências de validade com escores alfa de Cronbach para os três fatores (Fator I- Estresse de Papel, Exaustão Emocional, Despersonalização e Falta de Realização Profissional a= 0.907; Fator II (Supervisão e Condições organizacionais a= 0.879 e Fator III ( problemática Administrativa) a= 0.813; e a escala de Autoeficácia Docente de Polydoro et al (2004) que também apresentou evidências de validade com a= 0.944 para a escala total. As relações entre os itens que compõem ambas as escalas foram elevadas e significativas (p<0001) na maioria deles. Foram encontradas médias moderadas de autoeficácia docente (M=4.53) e níveis médios significativos de Burnout (M= 2.62). As correlações inversas verificadas entre os dois construtos foram significativas entre as duas dimensões da escala de autoeficácia docente, e os três fatores de Burnout docente, com destaque para os indicativos de falta de realização profissional.Essa investigação documenta a multidimensionalidade da função docente e suas relações determinantes com o contexto educacional. / Resumé: L'objectif de cette étude était de vérifier les relations existantes entre les variables psychologiques: enseignement de l'auto-efficacité - qui est la conviction de l'enseignant a dans sa capacité à choisir des cours plus approprié d'action afin d'obtenir de meilleurs résultats avec ses élèves, selon Bandura, avec les dimensions d'épuisement: l'épuisement physique et émotionnel, la dépersonnalisation et l'accomplissement personnel réduit. En outre, il vise à vérifier les relations de ces deux constructions avec des variables personnelles, contextuelles et structurelles du travail d'enseignement. 100 enseignants du secondaire de Minas Gerais, au Brésil, ont été étudiés. Les instruments utilisés sont les suivants: questionnaire Iaochite caractérisation (2007), avec 16 questions, soit 10 fermée et six échelle; aussi, l'échelle de l'épuisement professionnel d'enseignement (CBP-R) cuestionario de Burnout Del Professorado (Jimenez et al 2000) a été utilisé, et il a présenté les résultats de validation bon pour alfa de Cronbach pour les trois facteurs: facteur I - stress papier, dépression émotionnelle, la dépersonnalisation et l'accomplissement personnel réduit, a = 0,903; Facteur II - Surveillance et conditions d'organisation a = 0,879 et le facteur III - Les problèmes administratifs a = 0,813. L'autre instrument a été Enseignement auto-efficacité à grande échelle (DAEE) par Polydoro et al (2004) qui a également présenté des preuves de bonne de validité: a = 0,944 pour toute la gamme. Les relations entre les éléments qui composent les deux échelles ont été élevées et significatives (p <0001) pour la plupart d'entre eux. Les données contenues ont été analysées par SAS (Statistical Análisis System) pour Windows, version 8.02, SAS Institute Inc, 1999-2001, Cary, NC, USA. Le test de Mann-Whitney a été faite pour comparer les variables des deux groupes, et le Kruskal-Wallis a été faite pour comparer les trois groupes en raison de l'absence de distribution normale des scores. Grâce à l'application de l'enseignement de l'autoefficacité à grande échelle (DAEE), l'échelle de l'épuisement professionnel d'enseignement (CBP-R) et le questionnaire de caractérisation, les résultats ont indiqué des moyens modérés de l'intention de l'enseignement et la gestion de classe (M = 4,53) et significative des niveaux moyens de l'épuisement professionnel dans les trois dimensions (M = 2,62). La corrélation inverse entre les deux constructions a été significative entre les deux dimensions de l'enseignement de l'échelle d'auto-efficacité: l'intentionnalité d'enseignement et de la gestion de classe, et les trois facteurs d'épuisement d'enseignement: épuisement physique et émotionnel, la dépersonnalisation et l'accent mis sur l'indice de l'accomplissement personnel réduit . Cette enquête présente des possibilités d'intervenir de manière significative dans lê domaine éducatif. Il enregistre le caractère multidimensionnel du travail d'enseignement, ses relations avec déterminant le contexte éducatif et des points à l'élaboration de propositions prévus pour augmenter l'enseignement auto-efficacité en tant qu'instrument de changement de scénario pédagogique. / Abstract: The objective of this study was to verify the existing relations between the psychological variable: teaching self-efficacy - which is the belief the teacher has in his capacity to choose more appropriate courses of action in order to achieve better results with his students, according to Bandura, with the burnout dimensions: physical and emotional exhaustion, depersonalization and reduced personal accomplishment. Besides, it aimed at verifying the relations of these two constructs with personal, contextual and structural variables of the teaching work. 100 high school teachers from Minas Gerais State, Brazil, were investigated. The applied instruments were: Iaochite (2007) characterization questionnaire, also, the teaching burnout scale (CBP-R) Cuestionário de Burnout Del Professorado (Jimenez et al 2000) was used, and it presented good validation scores for cronbach alfa for the three factors: Factor I - paper stress, emotional breakdown, depersonalization and reduced personal accomplishment, a= 0.903; Factor II - Supervision and organizational conditions a= 0.879 and Factor III - Administrative Problems a= 0.813. The other instrument was Teaching Self-Efficacy Scale (EAED) by Polydoro et al (2004) which has also presented good evidence of validity: a= 0.944 for the whole scale. The relations among the items that compose both scales were high and significant (p<0001) for most of them. the results indicated moderate means of teacher self efficacy (M=4.53) and significant mean levels of burnout in the three dimensions (M= 2.62). The inverse correlation between the two constructs was significant between the two dimensions of the Teaching Self-Efficacy Scale: teaching intentionality and classroom management, and the three factors of teaching burnout: physical and emotional exhaustion, depersonalization and emphasis on the index of reduced personal accomplishment. This investigation presents possibilities of meaningful intervention to the educational field. It registers the multidimensionality of the teaching work, its determinant relations with the educational context and points to the elaboration of planned proposals for increasing teaching self-efficacy as an instrument of change of the educational scenario. / Doutorado / Psicologia Educacional / Doutor em Educação

Geen opsomming beskikbaar nie / No summary available / Industrial & Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Die studie foku.s op die verwantskap tussen sin vir koherensie as 'n intrinsieke hanteringsbron aan die een kant, en elk van streshantering, algemene gesondheid en sielkundige uitbranding aan die antler kant. Vraelyste wat hierdie veranderlikes meet is aan 200 bestuurders gegee om te voltooi. Die bevindinge van hierdie studie toon aan dat bestuurders met 'n hoi! sin vir koherensie goeie algemene gesondheid geniet. Die bestuurder met 'n hoi! sin vir koherensie behoon dus meer e.ffektief te junksioneer in die werksiruasie as die bestuurder met 'n lae sin vir koherensie. Voons is ook bevind dar 'n hoi! sin vir koherensie nie noodwendig aanleiding gee tot lae vlakke van stres of van sielkundige uitbranding nie. Aanbevelings word gedoen oor hoe om die negatiewe gevolge van stres en sielkundige uitbranding te venninder en algemene gesondheid te bevorder, ten einde die bestuurder se potensiaal optimaal benut. This study focuses on the relationship between sense of coherence as an intrinsic coping mechanism. and work stress, general health and psychological burnout. To measure these variables, questionnaires were completed by 200 managers. The findings of this study indicate that managers with a high sense of coherence experience good general health. The manager with a high sense of coherence should therefore junction more efficiently in a work situation·than the manager with a low sense of coherence. It was also found that a high sense of coherence does not necessarily lead to low levels of stress nor of psychological burnout. Recommendations are made on how to reduce the negative effects of stress and psychological burnout and how to improve general health in order to make optimal use of the manager's potential. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Orientation: The employee engagement approach has been utilised to combat burnout in both private and public sector institutions. With increasing research, selfperceived employability is gaining popularity as an effective tool to reduce burnout in the contemporary world of work. Knowledge of the relationship between these three constructs is therefore important for public sector institutions and researchers in industrial and organisational psychology in South Africa. Research purpose: The purpose of this study was to determine the relationship between burnout, employee engagement and self-perceived employability amongst employees in the South African public sector. Motivation for study: Numerous studies have highlighted the prevalence of poor service delivery in public sector institutions as linked to employees feeling disconnected from their work as a result of numerous burnout symptoms. A plethora of studies have emphasised the significance of employee engagement in reducing burnout. With increasing research, focus has also been on the employability construct as a tool to manage burnout in the ever-changing working environment and the labour market. Both employee engagement and self-perceived employability have been utilised as approaches to reduce burnout amongst employees. However, the relationship between these three constructs is unknown, and therefore the findings of this study will be crucial for both public sector institutions and researchers in industrial and organisational psychology in South Africa. Research design, approach and method: The researcher conducted a quantitative study. It involved a non-probability sample of 158 South African public sector employees. Correlational and descriptive statistical analyses were utilised to analyse the data. Main findings: Burnout has a significant negative relationship with employee engagement; however, burnout does not significantly correlate with self-perceived employability. There are significant differences between the various biographical groups and burnout, employee engagement and self-perceived employability. Practical/managerial implications: Approaches to reducing burnout amongst employees should consider employee engagement and self-perceived employability as effective tools to enhance employees’ wellness, morale and productivity. Improving the engagement levels of employees and enhancing their employability will greatly improve the well-being of employees in public sector institutions and help alleviate the actual employee burnout. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)