The problem of this study was to develop an instrument which would reveal whether certain fundamental philosophical and educational beliefs are held by public school teachers in the areas of elementary education, secondary education, and guidance.

This study is concerned with the assessment of the values held by elementary and secondary teachers. The values measured are those which underlie the American democratic culture. In addition, the effects of intelligence, temperament and sex upon the subject's system of values, will be ascertained. The values measured in this study are the traditional concepts of American democracy and are embodied in the Constitution. The following phrases illustrate these concepts: Belief in human rights; Freedom of choice; Equality of opportunity; Respect for the individual; Individual initiative as opposed to the status quo; Flexibility--the ability to adapt to permit further development in the light of new discoveries; Belief in law; Sovereignty of people; Allowance of differing attitudes and philosophies.

Teacher attrition is a major concern of educational systems. Research has investigated causes of attrition but have primarily neglected the role of teachers' values. The aim of this study is to explore how teachers prioritize four different factors: salary, administrative support, medical benefits, and teaching difficulty. Teachers (448) responded to a survey that asked them to (a) order the four factors by importance, (b) decide between job offers that differed with regards to these factors (e.g., a job with better salary or better administrative support), and (c) report information about teachers' characteristics. Data analysis involved exploring how teachers with differing characteristics prioritized these factors. Additionally, two-step cluster analysis was used to create seven distinct profiles of how teachers ranked the four factors. Findings indicate that teachers in this sample tended to value salary over the other factors. Medical benefits and teaching difficulty were not seen to be very important to teachers. Despite these overall trends, results further suggest that there is a large amount of variation in how teachers rank these factors and that some characteristics, primarily those related to household situations, had a significant impact on teachers' values. Teachers who had less responsibilities for others (e.g., not a primary wage earner, higher household income, married) tended to prioritize other factors over salary.

This study investigated the prevalence and characteristics of teacher retirement preparation programs in Texas public schools and determined how school personnel directors perceived selected aspects of such programs. A survey questionnaire was used to gather data about personnel directors' opinions of several aspects of retirement preparation programs, and about existing school district programs.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Estudo de caso, com o objetivo de desenvolver um programa de enfrentamento da Síndrome de Burnout e avaliar os seus efeitos no comportamento de 7 participantes do sexo feminino, com idade variável entre 27 a 48 anos, que atuam como professores no processo de inclusão educacional e social de alunos da Rede Pública, em uma instituição de ensino localizada na cidade do Rio de Janeiro. Trata-se de modalidade de investigação que envolve procedimentos de pesquisa-ação. Para fins de coleta de dados foram utilizados instrumentos de medida psicométrica como o CBP-R, Questionário de Burnout para Professores ? Revisado (CBP-R; Moreno, Garrosa E González, 2000) como também o Inventário de Sintomas de Stress para Adultos de Lipp ? ISSL (LIPP, 2000), além de um inventário sóciodemográfico. Como complementação do trabalho de pesquisa, foi empregada a análise de relatos verbais para fins de levantamento de dados relativos aos processos privados dos participantes. A aplicação de um programa de enfrentamento da Síndrome de Burnout consistiu de técnicas e de procedimentos fundados na abordagem cognitivo-comportamental e da adoção de práticas de relaxamento e de manejo de tempo. Os resultados da pesquisa evidenciaram um relativo decréscimo quanto a incidência de sintomas de stress e Burnout nas participantes. De posse desses resultados, poderão ser articuladas ações em políticas públicas com vistas à melhoria da saúde e das condições gerais de trabalho do professor da Rede Pública. O que se propõe como meta é humanizar o posto de trabalho docente, sob os aspectos de saúde, bem-estar físico e mental. / This is a case study aimed at developing a program to management Burnout Syndrome and assess its effects on the behavior of seven female participants, ages 36 to 60, who work as teachers in the process of educational and social inclusion of public school students in Rio de Janeiro. The study will use an investigation technique consisting of action research procedures. To collect data, were used psychometric tools and a Socio-demographic Inventory. In addition to the research, the study used verbal reports analysis as a source of data regarding the participants private processes. The program aiming to fight Burnout Syndrome consisted of techniques and procedures based on cognitive behavioral psychology, relaxation techniques and time management practices. The results point to a certain decrease in the incidence of stress and Burnout Syndrome. These results can lead to new public policies to improve health and the general working conditions to which the public teachers are exposed. The goal is to humanize the role of the teacher with regard to health and physical and mental well-being.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Estudo de caso, com o objetivo de desenvolver um programa de enfrentamento da Síndrome de Burnout e avaliar os seus efeitos no comportamento de 7 participantes do sexo feminino, com idade variável entre 27 a 48 anos, que atuam como professores no processo de inclusão educacional e social de alunos da Rede Pública, em uma instituição de ensino localizada na cidade do Rio de Janeiro. Trata-se de modalidade de investigação que envolve procedimentos de pesquisa-ação. Para fins de coleta de dados foram utilizados instrumentos de medida psicométrica como o CBP-R, Questionário de Burnout para Professores ? Revisado (CBP-R; Moreno, Garrosa E González, 2000) como também o Inventário de Sintomas de Stress para Adultos de Lipp ? ISSL (LIPP, 2000), além de um inventário sóciodemográfico. Como complementação do trabalho de pesquisa, foi empregada a análise de relatos verbais para fins de levantamento de dados relativos aos processos privados dos participantes. A aplicação de um programa de enfrentamento da Síndrome de Burnout consistiu de técnicas e de procedimentos fundados na abordagem cognitivo-comportamental e da adoção de práticas de relaxamento e de manejo de tempo. Os resultados da pesquisa evidenciaram um relativo decréscimo quanto a incidência de sintomas de stress e Burnout nas participantes. De posse desses resultados, poderão ser articuladas ações em políticas públicas com vistas à melhoria da saúde e das condições gerais de trabalho do professor da Rede Pública. O que se propõe como meta é humanizar o posto de trabalho docente, sob os aspectos de saúde, bem-estar físico e mental. / This is a case study aimed at developing a program to management Burnout Syndrome and assess its effects on the behavior of seven female participants, ages 36 to 60, who work as teachers in the process of educational and social inclusion of public school students in Rio de Janeiro. The study will use an investigation technique consisting of action research procedures. To collect data, were used psychometric tools and a Socio-demographic Inventory. In addition to the research, the study used verbal reports analysis as a source of data regarding the participants private processes. The program aiming to fight Burnout Syndrome consisted of techniques and procedures based on cognitive behavioral psychology, relaxation techniques and time management practices. The results point to a certain decrease in the incidence of stress and Burnout Syndrome. These results can lead to new public policies to improve health and the general working conditions to which the public teachers are exposed. The goal is to humanize the role of the teacher with regard to health and physical and mental well-being.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-11T11:46:32Z No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-11T11:53:22Z (GMT) No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-12-11T11:53:22Z (GMT). No. of bitstreams: 2 Dissertação - Maria Dolores Martins de Araújo - 2017.pdf: 2276461 bytes, checksum: 25ebd3f628339e2e5064591e6e73de40 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is configured as a case study with an ethnographic character (ANDRE, 2005; LÜDKE, ANDRE, 1986; MOURA FILHO, 2005; STAKE, 1994), within the scope of the qualitative interpretativist research (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA, ARNOLDI, 2006) and aims to contribute to the understanding of the process of representation of public school teachers. In order to do so, it is based on the constructs ‘identity and representation’ in the post-structuralist perspective of Cultural Studies presented by Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) and Woodward (2009). In this sense, representation is understood as a form of attribution of meanings, product of discourses and subject to asymmetric relations of power (FOUCAULT, 1995; TADEU DA SILVA, 1999), and identity would therefore be representational (TADEU DA SILVA, 2009). We also take the contributions given by Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) concerning the notions of discourse, subject, relations of power /knowledge /truth, objectification, subjectivation and resistance as well as on Paniago’s (2005) Morgado’s (2015), Silva’s (2016) and Paraguassú’s (2017) contributions on the discursive processes of objectification/subjectivation and the possibilities of resistance of the subject-teacher. In addition, the elucidations of research in the areas of Education are considered (ARROYO, 2000; TARDIF, 2000, 2014). The research involved sixteen teachers from a state public high school of a town in the interior of Goiás. In the data generation process, the following instruments were used: questionnaires (profile and reflective), narrative, interview and the field diary of the researcher. Initially, it was possible to perceive that the identity is representational and is in continuous (trans) formation, so that the professional representation involves the life histories of each of the teachers, their social reality, the context in which they live, financial conditions, family issues and representations (objectifications) around teaching. They (re)construct their identities through relationships with the work context, with socially recurrent discourses, with a national educational policy, and from relationships with one another (Seduce, direction, students, parents, co-workers), and power relations integrate the whole process. Thus, the subject teachers are an effect of power, a product constituted from the productive power-knowledge-truth relationship, but also, subjects who find micro-practices of resistance. Our analyzes show the productivity of power and the “perpetual and multiform struggle” between power/ knowledge /resistance. However, since the power of the teacher is a micro-power, its resistance, predominantly, is in the sense of denying the objections imposed upon him/her. Thus, this research may be relevant because it allows conditions for reflection on the teaching profession of the public school in Goiás in the current political-social context, opening space for these professionals to (represent) themselves. / Esta pesquisa se configura como um estudo de caso de cunho etnográfico (ANDRÉ, 2005; LÜDKE; ANDRÉ, 1986; MOURA FILHO, 2005; STAKE, 1994), inserindo-se no âmbito da pesquisa qualitativa interpretativista (DENZIN; LINCOLN, 2006; ESTEBAN, 2010; ROSA; ARNOLDI, 2006), e tem por objetivo contribuir para a compreensão do processo de representação dos professores da escola pública. Para tanto, tem-se como alicerce os construtos identidade e representação, na perspectiva pós-estruturalista dos Estudos Culturais apresentados por Hall (2009, 2011), Tadeu da Silva ([1999]/2001, 2001, 2009) eWoodward (2009). Nessa acepção, a representação é entendida como uma forma de atribuição de sentidos, produto dos discursos e sujeita às relações assimétricas de poder (FOUCAULT, 1995; TADEU DA SILVA, [1999]/2001), e a identidade seria, portanto, representacional (TADEU DA SILVA, 2009). Também tomamos as contribuições dadas por Foucault (1979, 1995, 1996, 2003a, 2003b, 2004a, 2004b, 2004c) referentes às noções de discurso, sujeito, relações de poder/saber/verdade, objetivação, subjetivação e resistência, bem como pautamo-nos nas considerações de Paniago (2005), Morgado (2015), Silva (2016) e Paraguassú (2017) sobre os processos discursivos de objetivação/subjetivação e as possibilidades de resistência do sujeito-professor. Além disso, consideram-se as elucidações das pesquisas nas áreas da Educação (ARROYO, 2000; TARDIF, 2000, 2014). A investigação envolveu dezesseis professores de uma escola da rede pública estadual de Ensino Médio de uma cidade do interior de Goiás. No processo de geração de dados foram utilizados os seguintes instrumentos: questionários (perfil e reflexivo), narrativa, entrevista e diário de campo da pesquisadora. Inicialmente, foi possível perceber que a identidade é representacional e está em contínua (trans)formação, de modo que a representação profissional envolve as histórias de vida de cada um dos professores, sua realidade social, o contexto em que vivem, suas condições financeiras, questões familiares e representações (objetivações) em torno da docência. Eles (re)constroem suas identidades mediante as relações com o contexto de trabalho, com os discursos recorrentes socialmente, com a política educacional nacional e a partir das relações com o outro (Seduce, direção, alunos, pais, colegas de trabalho) e as relações de poder integram todo esse processo. Desse modo, os sujeitos professores são um efeito do poder, um produto constituído a partir da produtiva relação poder-saber-verdade, mas também sujeitos que encontram micropráticas de resistência. Nossas análises evidenciam a produtividade do poder e a “luta perpétua e multiforme” entre poder/saber/resistência. Contudo, como o poder do professor é um micropoder, sua resistência, preponderantemente, está no negar as objetivações que lhe são impostas. Assim, esta pesquisa pode ser relevante por possibilitar condições para a reflexão sobre a profissão de professor da escola pública em Goiás na atual conjuntura político-social, abrindo espaço para que esses profissionais se (auto)representem.

The problem with which this investigation was concerned was that of gaining a better understanding of factors which promote public school teachers' job satisfaction and the determination of the degree of impact of two specific organizational factors upon such job satisfaction. The two organizational factors are those of involvement in the decision-making process of the school district and the locus of control construct. This study had two purposes. The first was to determine if the direct involvement of classroom teachers in the decision-making process of a public school district affected their perceptions of job satisfaction. The second was to determine the relationship of locus of control on job satisfaction when teachers were directly involved in the decision-making process of a public school district.

The purpose of this qualitative, narrative study was to examine the stories of public elementary school teachers who hold doctorates and to discover what these stories tell about their understanding of education within the context of public schools. Specifically, investigation centered on reasons teachers in this group pursued doctorates. This study also examined the ways in which they describe their role as educators within the public school system; the ways in which they view their relationships with public school colleagues; and the ways in which the doctoral experience has influenced their beliefs about teaching, public schooling, and education. Participants included seven California elementary public school teachers who took part in two tape recorded interviews and contributed one story from their professional experience and/or a personal reflection on the interview process. Analysis of the data involved restorying the participants' stories, identifying segments of information, labeling the segments with codes that describe their meaning, grouping the codes into themes, and identifying examples from the data that supported the themes. Six themes emerged from the collected data: learning, connection and collaboration, conflict, leadership, satisfaction, and respect . The participants described their various learning experiences, how they connect and collaborate with others, the ways in which they experience conflict, the contexts in which they exhibit leadership skills, the circumstances that have brought about personal satisfaction, and the ways in which they have observed and experienced respect. Results revealed that the teachers pursued a doctorate in order to broaden their knowledge base and educational experience and that the doctoral experience has given them a broader perspective of education. They have assumed a leadership role within the public school system, and although they acknowledged that they have a different viewpoint of education and schooling than their colleagues, they see those with whom they work as valuable members of the school community. Implications from the results focused on the importance of change within the learning process and the responsibility of leadership that comes with advanced knowledge and experience.

Esta pesquisa busca contribuir para o desenvolvimento de projetos de formação contínua de educadores da rede pública, que trabalham com ensino de música na escola de Educação Infantil e no Ensino Fundamental I. A investigação compreende duas fases. A primeira dialogando e refletindo sobre contribuições de Caldeira Filho e do Experimental da Lapa, dentre outros, referentes a música na escola. A segunda descrevendo e analisando o projeto de pesquisa-ação Tocando, cantando,...fazendo música com crianças, da Secretaria Municipal de Educação de Mogi das Cruzes, (SP), apresentando considerações para o desenvolvimento de projetos de formação contínua de educadores em ensino de música, capazes de promover a superação da barreira do ensino tradicional, desenvolvendo a linguagem sonora e musical e a produção de conhecimentos sobre ensino de música para crianças, a partir da incorporação de novos paradigmas de ensino. Orientaram-me os seguintes objetivos: Contribuir com a produção de conhecimentos para desenvolver projetos de formação contínua de educadores da rede pública, em ensino de música para crianças; propiciar ao educador em exercício na Educação Infantil e no Ensino Fundamental I, em processo de formação contínua, saber música e saber ser educador que trabalha com música. Procedi a uma pesquisa qualitativa, na modalidade de pesquisa-ação colaborativa/comunicacional. A análise dos dados recolhidos ao longo do desenvolvimento do projeto resulta em princípios norteadores de Projetos de Formação Contínua de Educadores, para a superação do modelo tradicional de ensino de música, propiciadores da incorporação de novos paradigmas de ensino. São eles: construídos a partir dos docentes, de suas experiências profissionais, de seus conhecimentos e desconhecimentos de música e do ensino de música; privilegiam o lócus da escola como espaço de construção, inscrevem-se em seu Projeto Político Pedagógico; são de realização interdisciplinar; e no modo de pesquisa-intervenção, procedimento indispensável para cobrir pontos fundamentais em projetos de Formação Contínua de Professores de Música para crianças, quais sejam: 1. proceder a avaliação diagnóstica, processual e final; 2. articular o trabalho escolar de prática de ensino-investigativa, com trabalho de pesquisa-ensino da Universidade; 3. dar conta de importantes funções de um ensino produtivo de música: a) que providencie ensino de música como linguagem, incluindo música popular de tradição à erudita; b) que resulte na produção de conhecimento sobre ensino de música, no registro desse conhecimento produzido e em sua socialização através de escrita, publicação de artigos, participação em congressos; c) que se realize de forma contextualizada, envolvendo profissionais de música e ensino de música, bem como amadores da comunidade onde a escola se situa. / This research is aimed at contributing to the development of continuous training projects for elementary public school music teachers. Investigation includes two phases. The first dialogues and reflects on the contributions provided by the Caldeira Filho and Experimental da Lapa schools among others, related to music in the classroom. The second describes and analyzes the Tocando, cantando ... fazendo música com crianças (Playing, singing ... making music with children) research-action project mounted by the Mogi das Cruzes (SP) Municipal Secretariat of Education, and discusses proposals for the development of continuous training projects for music teachers on how to overcome the barriers of traditional teaching by developing sound and music languages and producing knowledge on music teaching for children by incorporating new teaching paradigms. The following objectives were sought: to contribute to the production of knowledge leading to developing projects of continuous training for public school music teachers who work with children; to design projects for Elementary School teachers involved in a continuous training process in order for them to know music and know how to be a teacher working with music. I conducted a qualitative collaborative/communicational research-action research project. Analysis of data collected during the projects development resulted in the creation of some guiding principles for Continuous Training Projects for teachers on how to overcome traditional music teaching models and incorporate new teaching paradigms. They are developed by the teaching staff from their professional experience and knowledge of music and music teaching; they favor the school locus as a constructive space, and enroll the teachers in a Political Pedagogical Project; they consist of an interdisciplinary aspect of the research-intervention type, a procedure that is essential for fulfilling fundamental aspects in Continuous Training projects for music teachers working with children, which are: 1. making a diagnostic, procedural and final evaluation; 2. making a link between the teaching-investigation work being conducted at the school and the research-teaching work occurring at the University; 3. treating the important functions of productive music teaching, which must: a) provide the teaching of music as a language, including traditional popular and classical music; b) result in the production of knowledge about music teaching which should be recorded, and published in papers, articles, lectures in congresses, etc; c) be accomplished in a contextualized way through the involvement of music and professional music teachers as well as amateur musicians in the community where the school is located.