Higher education institutions in South Africa are undergoing transformation because of increasing student numbers, government and the private sector relying on tertiary institutions to assist in solving problems in addition to the globalisation of knowledge. University staff is continuously faced major changes. Immense pressure is placed on academic institutions, including support staff. Support staff are constantly faced with increasing job demands and decreasing job resources. This imbalance and the increase of job stress over a prolonged period of time can lead to the devastating result of burnout. The objective of this study was to investigate the relationship between task characteristics, burnout, health and life satisfaction in a higher education institution in the North West Province. A cross-sectional design was used. The study population (N=334) consisted of support staff members of higher education institutions in the North West Province. The Job Demands-Resources Scale (JDRS), The Maslach Burnout Inventory - GS (MBI-GS), the Health subscale of the ASSET and The Satisfaction with Life Scale (SWLS) were used as measuring instruments. Descriptive statistics (for example, means, standard deviations and kurtosis) were used to analyse the data. Pearson correlations and multiple regression analyses were used to assess the relationships between job demands, job resources, burnout, physical health, psychological health and life satisfaction. The correlation coefficients indicated that exhaustion was positively related to psychological ill-health. Cynicism correlated negatively with growth opportunities. Multiple regression analysis showed that overload and growth opportunities predicted 26% of the variance for exhaustion and 29% of the variance in cynicism. Exhaustion predicted 24% of the variance for physical ill-health and 37% of the variance for psychological ill-health. Psychological ill-health predicted 16% of the variance of life satisfaction. Recommendations for future research and the organisation were made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

Contemporary South African higher education institutions have undergone many drastic changes in recent years with regard to the demographic composition of students and organisational structures. Huge demands in terms of transformation have been placed on these institutions while they have simultaneously been transforming from former Technikons to Universities of Technology. This causes staff to be faced with major changes which affect all aspects of the institution. The objective of this research was to investigate whether role overload, job satisfaction and locus of control could be used to predict turnover intention of employees in a higher education institution. Further objectives included empirically determining whether locus of control had a mediating effect between role overload, job satisfaction and turnover intention. A cross-sectional survey design was used and an availability sample was taken from a South African higher education institution («=210). Five measuring instruments were administered as part of a larger questionnaire. Descriptive statistics were used to analyse the data and a series of regressions was used to test for the hypothesised mediating effect. The reliability coefficients obtained for the scales indicated that the Cronbach Alpha coefficients for qualitative role overload, job satisfaction and turnover intention were acceptable; however, those for quantitative role overload and locus of control were below the recommended cut-off mark. The results showed that there was a strong relationship between the dimensions of overload, indicating that the feeling of having too much to do in the time available is accompanied by the feeling that individuals do not have the skills to complete their required tasks. Furthermore, it was found that if employees feel that they have too much to do and that they do not possess the skills to complete tasks, they will be dissatisfied with their jobs. Both quantitative and qualitative role overload contributed to the participant's thoughts of leaving the institution and it was concluded that a satisfied employee is less likely to think of leaving the organisation. Locus of control had minimal relationships with quantitative and qualitative role overload, as well as with turnover intention. Locus of control was, however, found to be related to job satisfaction. Locus of control was found to be a poor predictor of turnover intention and did not mediate the relationship between role overload and job satisfaction on the one hand, and turnover intention on the other. It was concluded that job satisfaction was the strongest predictor of turnover intention. By way of conclusion, recommendations were made both for the organisation and for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

Higher education institutions across the globe have been confronted with a series of complex changes. These include changes in management style and structure, increased competitveness, mergers with other institutions, changes in working conditions, increases in student numbers in the context of decreased expenditure per student, higher student-staff ratios, modularization of courses, and the introduction of quality monitoring systems. Tertiary institutions in South Africa are experiencing a similar transformation that is necessary because of changes in the political, economic, technological and social environments. As a result of these transformations support staffs operating within such environments are likely to experience a sense of powerlessness, to report feelings of anxiety and insecurity, including a lack of confidence in their abilities and uncertainty about their future in their organisations, resulting in occupational stress and strain. Possible uncertainties that these same employees may be faced with are lack of job security, decreased career prestige and professional recognition, scarcity of resources, difficulty in understanding the changing values of the organisation, increased centralisation of authority, increased bureaucracy and an increased demand for accountability. Many tertiary education support staff will now be involved in greater interaction with other people, either students or co-workers and would therefore be more vulnerable to occupational stress and strain. Furthermore the workload of support staff is increasing and the nature of the support work is changing. Support personnel groups are being asked to take on more duties and do work for a greater number of people. They are also required to use new technology, sometimes without adequate training, resulting in high stress levels. It is well documented that high levels of occupational stress, if left unchecked and unmanaged, undermine the quality of employees' health, wellbeing and morale, as well as a reduction in productivity and creativity. Therefore the objectives of this research are to determine the levels of occupational stress and strain of support staff at a higher education institution in the North-West province, to investigate possible demographic differences and to determine whether perceived organizational commitment moderates the effect of occupational stress and strain. A stratified sample (N= 3 15) of support staff at a higher education institution in the North-West province was taken. The ASSET Organisational Stress Screening Tool was used as measuring instrument. Descriptive and inferential statistics were used to analyse the results. The results of the study showed that the support staff has fairly poor physical and psychological health indicating that support staff experience stress-related strain which could be mainly attributed to their work relationships and job characteristics respectively. The levels of the stress were relatively low, while high levels of both individual commitment to the organisation and perceived commitment from the organisation were found. Furthermore, differences in terms of occupational stress levels were found for different biographical groups. Practically significant positive relationships were found for job security, job characteristics and control. This means that in order for employees to feel secure about their jobs, they need to have perceived control over the aspects of their jobs. Work relationships were significantly related to job characteristics, overload and control which means that employee's relationships with others depended to a large extent on the element of control that they have of their jobs and the amount of work that they have. Contrary to the findings in the literature, organisational commitment did not moderate the occupational stress-strain relationship of support staff in the present study. Organisational commitment was significantly negatively related to occupational stress, while occupational stress was significantly positively related to ill-health (strain). Occupational stress explained 18% of the variance in ill-health (strain) and 23% of the variance in organisational commitment. Recommendations for the organisation and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2005.

Higher education institutions across the globe have been confronted with a series of complex changes. These include changes in management style and structure, increased competitveness, mergers with other institutions, changes in working conditions, increases in student numbers in the context of decreased expenditure per student, higher student-staff ratios, modularization of courses, and the introduction of quality monitoring systems. Tertiary institutions in South Africa are experiencing a similar transformation that is necessary because of changes in the political, economic, technological and social environments. As a result of these transformations support staffs operating within such environments are likely to experience a sense of powerlessness, to report feelings of anxiety and insecurity, including a lack of confidence in their abilities and uncertainty about their future in their organisations, resulting in occupational stress and strain. Possible uncertainties that these same employees may be faced with are lack of job security, decreased career prestige and professional recognition, scarcity of resources, difficulty in understanding the changing values of the organisation, increased centralisation of authority, increased bureaucracy and an increased demand for accountability. Many tertiary education support staff will now be involved in greater interaction with other people, either students or co-workers and would therefore be more vulnerable to occupational stress and strain. Furthermore the workload of support staff is increasing and the nature of the support work is changing. Support personnel groups are being asked to take on more duties and do work for a greater number of people. They are also required to use new technology, sometimes without adequate training, resulting in high stress levels. It is well documented that high levels of occupational stress, if left unchecked and unmanaged, undermine the quality of employees' health, wellbeing and morale, as well as a reduction in productivity and creativity. Therefore the objectives of this research are to determine the levels of occupational stress and strain of support staff at a higher education institution in the North-West province, to investigate possible demographic differences and to determine whether perceived organizational commitment moderates the effect of occupational stress and strain. A stratified sample (N= 3 15) of support staff at a higher education institution in the North-West province was taken. The ASSET Organisational Stress Screening Tool was used as measuring instrument. Descriptive and inferential statistics were used to analyse the results. The results of the study showed that the support staff has fairly poor physical and psychological health indicating that support staff experience stress-related strain which could be mainly attributed to their work relationships and job characteristics respectively. The levels of the stress were relatively low, while high levels of both individual commitment to the organisation and perceived commitment from the organisation were found. Furthermore, differences in terms of occupational stress levels were found for different biographical groups. Practically significant positive relationships were found for job security, job characteristics and control. This means that in order for employees to feel secure about their jobs, they need to have perceived control over the aspects of their jobs. Work relationships were significantly related to job characteristics, overload and control which means that employee's relationships with others depended to a large extent on the element of control that they have of their jobs and the amount of work that they have. Contrary to the findings in the literature, organisational commitment did not moderate the occupational stress-strain relationship of support staff in the present study. Organisational commitment was significantly negatively related to occupational stress, while occupational stress was significantly positively related to ill-health (strain). Occupational stress explained 18% of the variance in ill-health (strain) and 23% of the variance in organisational commitment. Recommendations for the organisation and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2005.

Contemporary South African higher education institutions have undergone many drastic changes in recent years with regard to the demographic composition of students and organisational structures. Huge demands in terms of transformation have been placed on these institutions while they have simultaneously been transforming from former Technikons to Universities of Technology. This causes staff to be faced with major changes which affect all aspects of the institution. The objective of this research was to investigate whether role overload, job satisfaction and locus of control could be used to predict turnover intention of employees in a higher education institution. Further objectives included empirically determining whether locus of control had a mediating effect between role overload, job satisfaction and turnover intention. A cross-sectional survey design was used and an availability sample was taken from a South African higher education institution («=210). Five measuring instruments were administered as part of a larger questionnaire. Descriptive statistics were used to analyse the data and a series of regressions was used to test for the hypothesised mediating effect. The reliability coefficients obtained for the scales indicated that the Cronbach Alpha coefficients for qualitative role overload, job satisfaction and turnover intention were acceptable; however, those for quantitative role overload and locus of control were below the recommended cut-off mark. The results showed that there was a strong relationship between the dimensions of overload, indicating that the feeling of having too much to do in the time available is accompanied by the feeling that individuals do not have the skills to complete their required tasks. Furthermore, it was found that if employees feel that they have too much to do and that they do not possess the skills to complete tasks, they will be dissatisfied with their jobs. Both quantitative and qualitative role overload contributed to the participant's thoughts of leaving the institution and it was concluded that a satisfied employee is less likely to think of leaving the organisation. Locus of control had minimal relationships with quantitative and qualitative role overload, as well as with turnover intention. Locus of control was, however, found to be related to job satisfaction. Locus of control was found to be a poor predictor of turnover intention and did not mediate the relationship between role overload and job satisfaction on the one hand, and turnover intention on the other. It was concluded that job satisfaction was the strongest predictor of turnover intention. By way of conclusion, recommendations were made both for the organisation and for future research. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2008.

Nas últimas décadas do século XX, questões relacionadas aos problemas ambientais começaram a ganhar destaque na mídia e na sociedade, devido à intensa degradação provocada, pela atividade humana, ao meio ambiente. Com isso, a Terra não suportará, por muito tempo, o uso desenfreado dos seus recursos naturais e para garantir um futuro melhor às próximas gerações, faz-se necessária uma mudança de atitude e comportamento do ser humano. Assim, líderes de várias partes do mundo começam a mudar suas posturas diante dos problemas gerados pelo mau uso dos recursos naturais, pensando de maneira mais ética em relação à natureza. Afinal, o homem é um elemento da natureza e precisa dela para dar continuidade à vida. Sendo assim, as Instituições de Ensino Superior devem iniciar ações rápidas a fim de se enquadrarem às normas legais, cumprindo seu papel social, de compartilhar o conhecimento e formar cidadãos com postura ética respeitando o próximo e o meio ambiente, por meio de ações de gestão ambiental. As IES também são responsáveis pela constituição das futuras gerações. Este trabalho apresenta um breve estudo sobre as práticas de ações de Gestão Ambiental, na Faculdade Independente do Nordeste, à luz de princípios éticos. Durante o estudo, foi realizado um levantamento sobre as ações ambientais aplicadas na IES, a fim de verificar os esforços feitos, por ela, na tentativa de enquadrar-se na legislação ambiental e amenizar os impactos ambientais, gerados por suas atividades, bem como evidenciar os valores subjacentes às decisões adotadas na gestão ambiental. / In the last decades of the twentieth century, issues related to environmental problems began to gain prominence in the media and in the society, because of the severe degradation caused by the human activities on the environment. Thus for a long time, the earth does not support the unrestrained use of their natural resources and to ensure a better future for the next generations, it is need a change of attitude and behavior of human. In order to assure a better future for the next generations, a change in the attitude of the human being is needed. Thus leaders from different parts of the world have begun to change their stances on the problems caused by the misuse of the natural resources, thinking more ethically towards nature. After all, man is an element of nature and needs it to keep lifes continuity. That being so, the higher education institutions should take urgent actions in order to skew the legal standards performing its social role, which means sharing knowledge and preparing citizens with ethical stance and respecting the others and the environment as well, through environmental management actions. In spite of all, the HEIs (higher education institutions) are also responsible for the structure of the future generations. This paper presents a brief study on the practical actions of Environmental Management in the Faculdade Independente do Nordeste (FAINOR), under the ethical principles. During the study, a survey of the environmental initiatives implemented in HEIs (high education institutions) was conducted in order to check the efforts made by them, trying to fit in with the environmental legislation and mitigate the environmental impacts caused by their activities, as well as clarify the underlying values on the decisions adopted in the environmental management.

202 p. / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2012-12-18T18:40:54Z No. of bitstreams: 1 66.pdf: 1284476 bytes, checksum: 240a3f22901954cfa5bfd348a885b6bb (MD5) / Made available in DSpace on 2012-12-18T18:40:54Z (GMT). No. of bitstreams: 1 66.pdf: 1284476 bytes, checksum: 240a3f22901954cfa5bfd348a885b6bb (MD5) Previous issue date: 2010 / O presente estudo se dedica a pesquisar o comportamento do consumidor de ensino superior privado de educação a distância, usando a parte central do modelo “Estímulo Resposta”, apresentado por Kotler (2007) e suas subdivisões: as características do público e o processo de compra do consumidor. Para isso, foi realizado um estudo preliminar de caso numa das mais importantes Instituições de Ensino Superior do Nordeste, utilizando como principal instrumento de coleta de dados um questionário semiestruturado; e como universo amostral, alunos matriculados no primeiro trimestre de 2010, que frequentavam os encontros presenciais na cidade de Salvador. Os resultados sugerem que não há diferenças expressivas nas características demográficas e socioeconômicas entre o público da Instituição pesquisada e o das demais Instituições de Ensino Superior de Educação a Distância nacionais. As respostas apontam também que, especialmente nos momentos anteriores à matrícula, eram bastante positivas as avaliações que os alunos faziam da Instituição, objeto deste estudo, no que tange aos aspectos psicológicos descritos pelo autor do modelo: percepção, motivação, aprendizagem e atitudes. Na análise do processo de compra, foram identificadas necessidades de ajustes, especialmente, em duas fases: no momento de captação de seu público, quando as respostas apontam que os alunos se matriculam sem conhecer o projeto; e na fase denominada “pós-compra”, quando foram identificados fortes indícios da existência de dissonância cognitiva. Caso a Instituição decida considerar e adotar os resultados deste trabalho, a própria literatura do comportamento do consumidor é recomendada para correção dos aspectos críticos que foram detectados pela pesquisa. Nessa tarefa, conta com a força da marca, também identificada através das respostas coletadas. Independente das informações direcionadas à Instituição alvo, acredita-se que, por extensão, a pesquisa deverá contribuir com os estudos de marketing educacional e servir como auxílio às Instituições de Educação Superior a Distância, que pretendem conhecer mais profundamente esse tipo de consumidor. / Salvador

Diante das possibilidades que são oferecidas pelas tecnologias móveis, das intenções de uso que os indivíduos idealizam nas mesmas, e das realidades organizacionais peculiares, no momento das práticas e experiências de uso, podem surgir conflitos entre usuário e tecnologia. Ou seja, ao mesmo tempo em que a evolução das tecnologias traz o progresso elas criam paradoxos sociais que desafiam as pessoas nas esferas pessoal e social. Esta tese busca responder ao seguinte problema de pesquisa: Como os paradoxos de uso da tecnologia móvel se manifestam nas práticas sócio-materiais dos gestores de uma Instituição de Ensino Superior? Como objetivos específicos busca-se: a) Identificar o perfil de uso de tecnologia móvel dos gestores; b) Investigar os diferentes contextos móveis criados pelos usuários de tecnologia móvel advindos das práticas sócio-materiais de uso; c) Descrever as manifestações dos paradoxos de uso da tecnologia móvel vivenciadas pelos usuários; d) Identificar as estratégias criadas pelos usuários para gerenciar os paradoxos de uso da tecnologia móvel. Por meio de uma pesquisa qualitativa realizou-se um estudo de caso na Universidade Federal do Pampa (UNIPAMPA), uma Instituição de Ensino Superior (IES). Foram realizadas 28 entrevistas em duas etapas com 19 gestores, Diretores e Coordenadores Acadêmicos, da Instituição. Complementou-se a coleta de dados com observações diretas realizadas em reunião dos gestores. Foi possível identificar na Unipampa uma cultura de uso da tecnologia móvel, mais especificamente com relação ao notebook, parecendo haver uma regra implícita de que este deve ser carregado para todas as reuniões de trabalho, principalmente para aquelas que envolvem o deslocamento de uma cidade para outra. Aliado a isto, verifica-se um intenso uso do e-mail, indicando que a Unipampa é uma organização “dirigida” pelo e-mail. Os relatos indicam que o ritmo do trabalho se dá pelo fluxo de e-mails trocados entre as equipes, em que a condução dos tempos das demandas, acaba por vezes sobrecarregando os gestores. Os variados contextos móveis que emergiram neste estudo revelam que os gestores criam e recriam estes contextos de acordo com seus ritmos e preferências, os quais vão guiar as práticas de uso da tecnologia móvel. Os contextos móveis criados pelos gestores evidenciam que aqueles acontecem, principalmente, em função da intenção do usuário em “encurtar” ou “alongar” o tempo, dado o envolvimento do usuário nas tarefas. Constatou-se que grande parte dos paradoxos são sentidos independentemente do uso da tecnologia móvel ser o notebook ou o smartphone, mas sim em função do e-mail. Este passa a ser então o determinante para a formação de contextos móveis a partir das diferentes práticas sóciomateriais de uso, revelando assim que, os paradoxos não são somente característicos da tecnologia móvel em si, mas sim da ferramenta de comunicação e-mail. A maioria das estratégias busca lidar com o paradoxo Liberdade X Escravidão, em que o conflito entre estar livre, porém, sempre disponível e conectável para as pessoas parece ser o mais combatido. Este conflito é gerenciado por meio de estratégias de resistência como distanciamento, ignorar, suspensão, negligência, ou refutar a tecnologia móvel. / Given the possibilities that are offered by mobile technologies, the intentions of individuals who use the same idealize, and organizational realities at the time of the practices and experiences of use, conflicts may arise between users and technology. That is, while the evolution of technology brings progress they create social paradoxes that challenge people in personal and social spheres. This thesis aims to answer the following research problem: How the paradoxical use of mobile technology is manifested in the sociomaterial practices of managers in a Higher Education Institution? Specific objectives aims to: a) identify the usage profile of mobile technology managers; b) Investigate the different mobile contexts created by users of mobile technology arising from sociomaterial practices of use; c) Describe the manifestations paradoxes of the use of mobile technology experienced by users; d) Identify the strategies created by users to manage the paradoxes of use of mobile technology. Using a qualitative study we performed a case study at the Federal University of Pampa (UNIPAMPA), a Higher Education Institution (HEI). Twenty eight interviews were conducted in two stages with 19 managers, Directors and Academic Coordinators, of the Institution. We complemented the collection of data with direct observations made at a meeting of managers. It was possible to identify a mobile technology use culture in the Unipampa, specifically to notebook, there seems to be an unwritten rule that it must be loaded for all meetings, especially for those involving the displacement from one city to another. Also, there is an intensive use of e-mail, indicating that Unipampa an organization is “directed” by e-mail. Reports indicate that the pace of work is given by the flow of e-mails exchanged between the teams, in which the driving demands of the times, just sometimes overloading managers. The various mobile contexts that emerged in this study reveal that managers create and recreate these settings according to your preferences and rhythms, which will guide the practices of use of mobile technology. The mobile contexts created by managers show that those happen, mainly as a function of user intent to “shorten” or “lengthen” the time given user involvement in tasks. It was found that most of the paradoxes are felt regardless of the use of mobile technology to be the notebook or smartphone, but according to the email. This then becomes the determining factor for the formation of mobile contexts from different sociomaterial practices of use, thus revealing that the paradoxes are not only characteristic of mobile technology itself but the communication tool email. Most search strategies to deal with the paradox Freedom X Slavement in the conflict between being free, however, always available and connectable to the people seems to be the most fought. This conflict is managed through strategies of resistance as distance, ignore, suspension, neglect, or refute mobile technology.

Submitted by SANTIAGO JOSE FRANCO LOPES null (slopes.warop@gmail.com) on 2016-03-30T23:26:56Z No. of bitstreams: 1 Dissertação-Biblioteca.pdf: 4231455 bytes, checksum: 7880a540d5009ef6123160849ac486ed (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-01T13:02:42Z (GMT) No. of bitstreams: 1 lopes_sjf_me_guara.pdf: 4231455 bytes, checksum: 7880a540d5009ef6123160849ac486ed (MD5) / Made available in DSpace on 2016-04-01T13:02:42Z (GMT). No. of bitstreams: 1 lopes_sjf_me_guara.pdf: 4231455 bytes, checksum: 7880a540d5009ef6123160849ac486ed (MD5) Previous issue date: 2016-03-21 / Esta pesquisa aborda os aspectos relacionados à implantação da gestão de serviços de Tecnologia da Informação (TI) em Instituição de Ensino Superior. O método de pesquisa é pesquisa-ação, e como embasamento teórico utiliza as melhores práticas da ITIL e da ABNT ISO 20000 para monitorar os incidentes, serviços e qualidade dos serviços de TI. O projeto de implementação é baseado em soluções abertas e livres devido às liberdades por elas garantidas: usar, estudar, distribuir, melhorar e adaptar para suas necessidades. Aspectos de gestão como mapeamento, monitoramento dos ativos, seus incidentes e as solicitações de serviços são fundamentais para garantir a disponibilidade dos serviços e assim agregar o valor real de TI na organização. O departamento de TI por meio desse projeto pode avaliar sua demanda, prever demandas futuras e promover ações de melhorias para atingir a satisfação dos seus clientes. Os processos e as ferramentas permitem mensurar os tempos, os tipos solicitações e a ainda avalia a satisfação pontualmente. O estudo ainda apresenta uma pesquisa de satisfação com os professores do EAD e como a equipe do TI avaliando o processo de implementação. O estudo confirma que é possível obter melhoria da qualidade dos serviços, por meio de processos e ferramentas. / This research will present the aspects related to the implementation of the Service Management in Information Technology in an institution of higher education. The method is action research, and how theoretical foundation uses the best practices of ITIL and ISO 20000 to monitor incidents, services and quality of IT services. The implementation project is based on open and free solutions because of the freedoms guaranteed by them: to use, study, distribute, improve and adapt to your needs. Management aspects as mapping, monitoring of assets, its incidents and service requests are key to ensuring the availability of services and thus add real value of IT in the organization. The IT department through this project can evaluate your demand, predict future demand and promote improvement actions to achieve customer satisfaction. The processes and tools enable measurement times, kind of requests and assesses satisfaction on time. The study also presents a satisfaction survey with ODL teachers and how the IT team evaluating the implementation process. The study confirms that it is possible to improve the quality of services through processes and tools.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-08Bitstream added on 2014-06-13T19:53:51Z : No. of bitstreams: 1 toninato_td_me_prud.pdf: 652392 bytes, checksum: ff6098d1dc9f24782d0cd4469345b807 (MD5) / Esta pesquisa vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia – Campus de Presidente Prudente/SP. O problema da pesquisa se originou em função de nossa prática docente, das observações e dos diálogos com companheiros de trabalho, que revelavam a possível não identificação com as atividades profissionais. O objeto de estudo é a identidade profissional de docentes da Educação Infantil, especificamente dos professores que atuam com crianças pequenas de zero a três anos de idade, em instituições de cuidado e educação. Tal pesquisa teve como finalidade identificar o perfil profissional e identitário dos professores de Educação Infantil que atuam com crianças de zero a três anos, no município de São Paulo, em um Centro de Educação Infantil. Assim, estabelecemos como objetivos específicos investigar, analisar e discutir as concepções que os professores têm sobre a criança pequena, o trabalho docente e a instituição de educação infantil, bem como apreender elementos constitutivos da formação identitária docente. Para tanto, a metodologia empregada configurou-se na abordagem qualitativa de pesquisa, do tipo etnográfico-estudo de um caso. Os procedimentos metodológicos adotados foram pesquisa bibliográfica, pesquisa documental, aplicação de questionários semiestruturado e aberto, tabulação, categorização e análise dos dados obtidos por intermédio da Análise de Conteúdo. O referencial teórico utilizado abrange autores que estudam e discutem temas relacionados à educação, educação infantil, identidade e identidade profissional... / This research links to the Line of Educational Research and Practice Teacher Training of the Program of Postgraduate in Education, Masters Course, of the Faculty of Science and Technology – campus of Presidente Prudente / SP. The problem was originated in the search function of our teaching practice, the observations and dialogues with fellow workers, which revealed the possible failure to identify with the professional activities. The object of study is the professional identity of teachers of early childhood education, specifically for teachers who work with small children from zero to three years, in institutions for care and education. This research was intended to identify the professional identity of teachers and of education who work with small children from zero to three years in the municipality of São Paulo, in a Children's Education Center. Thus, we investigate how specific objectives analyze and discuss the concepts that teachers have on the child, the teaching and the establishment of early childhood education and seize evidence of the teacher identity formation. Thus, the methodology used is set in a qualitative approach to research, the type-ethnographic study of a case. The methodological procedures were adopted literature, documentary research, application of questionnaires and semi-open, tabulation, analysis and categorization of data obtained through the Content Analysis... (Complete abstract click electronic access below)