Made available in DSpace on 2016-03-15T19:26:12Z (GMT). No. of bitstreams: 1 Paula Pamplona de Castro.pdf: 1995262 bytes, checksum: 166087a610140788bcc0e9316fd744e6 (MD5) Previous issue date: 2013-12-19 / Instituto Presbiteriano Mackenzie / The themes happiness and inclusion has become extremely valuable in a heterogeneous society like Brazil. Through quantitative analysis and inferring a possible relationship between experience of inclusion and happiness at work, this study was designed to answer the following research problem: What is the relationship between experience of inclusion and happiness at work? The general objective was to examine the relationship between experience of inclusion and happiness at work. The specific objectives were analyze if the experience of inclusion has greater impact on eudemonic aspects of happiness than on hedonic aspects, and analyze if the experience of inclusion and happiness at work differ by sex, race/color, age, religion, sexual orientation, hierarchical level, salary range and time in the working group. To achieve the proposed objectives, two questionnaires were used: the Scale of Experience of Inclusion and the Scale of Well-Being at Work. For research purposes, two samples were collected, and by descriptive statistics, linear regression and analysis of variance, the results were achieved. There was a moderate correlation between experience of inclusion and the factors of positive affect and realization/expressiveness, and moderate negative correlation between experience of inclusion and the negative affect. Moreover, the importance of individual and environmental characteristics for individuals fell more included and happier at work was observed. This study sought to contribute to the advancement of the concept of inclusion, in that it sought to clarify the role of the variable happiness at work in the theoretical model of the experience of inclusion. It also enabled contribute to the importance of promoting inclusion in the workplace so that there is happiness, since the latter concept, according some studies, appear to be antecedent of the performance and effectiveness in organizations. / Os temas felicidade e inclusão tem se tornado extremamente preciosos em uma sociedade heterogênea como o Brasil. Por meio de análises quantitativas e inferindo uma possível relação entre experiência de inclusão e a felicidade no trabalho, este estudo propôs-se a responder o seguinte problema de pesquisa: Qual é a relação existente entre Experiência de Inclusão e Felicidade no Trabalho? Teve por objetivo geral analisar a relação entre Experiência de Inclusão e Felicidade no Trabalho. Apresentou, por objetivos específicos, analisar se a experiência de inclusão tem maior impacto sobre os aspectos eudaimônicos da felicidade do que sobre os aspectos hedônicos, e analisar se a experiência de inclusão e felicidade no trabalho diferem por sexo, raça/cor, idade, religião, orientação sexual, nível hierárquico, faixa salarial e tempo no grupo de trabalho. Para alcançar os objetivos propostos, foram utilizados dois questionários: a Escala de Experiência de Inclusão e a Escala de Bem-Estar no Trabalho. Para o estudo realizado, foram utilizadas duas amostras e, por meio de estatística descritiva, regressão linear simples e análises de variância, os resultados foram alcançados. Houve correlação positiva moderada entre experiência de inclusão e os fatores afeto positivo e realização/expressividade, e correlação negativa moderada entre experiência de inclusão e afeto negativo. Além disso, foi observada a importância de características individuais e ambientais para os indivíduos sentirem-se mais incluídos e serem mais felizes no ambiente de trabalho. Este estudo procurou contribuir para o avanço do conceito de inclusão, na medida em que procurou explicitar o papel da variável felicidade no trabalho no modelo teórico da experiência de inclusão. Além disso, permitiu contribuir na identificação da importância de promoção de inclusão no ambiente de trabalho para que haja felicidade, uma vez que este último conceito, segundo alguns estudos, parece ser antecedente ao desempenho e efetividade nas organizações.

Réalisé en milieu collégial (cégep) / Cette thèse a pour but de contribuer à une meilleure compréhension du développement professionnel (DP) des enseignants du postsecondaire et de ses liens avec le bien-être psychologique au travail (BEPT). Plusieurs études ont montré que de nombreux facteurs personnels (développement des connaissances et des compétences, attitudes, croyances des enseignants, etc.) et professionnels, tels que l’expérience professionnelle, les échanges collaboratifs, les pratiques pédagogiques et les résultats saillants des étudiants peuvent avoir une influence considérable sur le DP. Plus précisément, la présente étude permet de : (1) décrire les attitudes des enseignants qui favorisent leur DP ; (2) explorer les relations entre les vécus professionnels des enseignants et leur BEPT ; (3) identifier les indicateurs de BEPT et leurs interrelations avec le DP. Pour atteindre ces objectifs, nous avons entrepris une étude exploratoire chez les enseignants (n=218) de trois cégeps francophones de Montréal, où un questionnaire sur l’indice de bien-être psychologique au travail (IBEPT) constitué de 25 items (Dagenais Desmarais, 2010) a été soumis en ligne au moyen de Survey Monkey. Une analyse factorielle en composantes principales a révélé que leur BEPT est constitué de cinq facteurs, soit : l'épanouissement au travail, l'adéquation interpersonnelle, le sentiment de compétence, la volonté d’engagement et la reconnaissance perçue au travail. Des entretiens semi-dirigés ont été réalisés et, par la suite, nous avons procédé à une analyse qualitative transversale (n=12) et verticale (n=2) de cas. À la suite des analyses mixtes, les résultats indiquent que les attitudes des enseignants ont des répercussions sur le développement de leurs connaissances et de leurs compétences, sur leurs pratiques pédagogiques, leurs échanges collaboratifs et leurs perceptions face aux résultats saillants des étudiants. Il ressort également que le vécu professionnel a un impact sur les différents facteurs de BEPT, de sorte qu’un long vécu professionnel est associé à un fort sentiment de compétence, à une grande volonté d’engagement, mais aussi à une baisse d’épanouissement et de reconnaissance perçue au travail. Nous pouvons donc en déduire, d’une part, l’existence de corrélations directes entre le DP et le BEPT. De plus, il existe une relation entre les attitudes des enseignants envers leur enseignement et les facteurs personnels et professionnels touchant le DP, d’où l’importance de considérer les attitudes des enseignants comme un facteur primordial de DP. De même, le vécu professionnel de l’enseignant est un facteur important à considérer dans le contexte collégial, notamment pour améliorer le BEPT nécessaire au DP des enseignants. Finalement, quatre différents profils de DP selon les niveaux de DP et de BEPT ont été répertoriés (Conscients-Figés, Conscients-Mitigés, Conscients-Actifs et Perfectionnistes), et nos résultats mixtes montrent l’existence d’une corrélation entre le DP des enseignants et leur BEPT. / The goal of this study is to contribute to an improved understanding of the professional development (PD) of postsecondary teachers and its link to psychological well-being at work (PWBW). Several studies have shown that numerous personal (knowledge and skill development, attitudes, teacher beliefs, etc.) and professional (professional experience, collaborative exchanges, educational practices, and key student results) factors can have a considerable influence on PD. More specifically, this study will describe the attitudes of teachers who foster their PD, explore the relationship between teachers’ professional experiences and their PWBW, and identify PWBW indicators and their interrelation with PD. To meet these objectives, we began exploratory research with teachers (n=218) in three French-language CEGEP colleges in Montreal. A questionnaire on the Psychological Well-Being at Work Index (PWBWI) comprised of 25 questions (Dagenais-Desmarais, 2010) was submitted online via Survey Monkey. A principal components factor analysis revealed that the teachers’ PWBW was made up of five factors: fulfillment at work, interpersonal compatibility, feelings of competence, desire to get involved, and perceived recognition at work. Semi-structured interviews were conducted, after which we proceeded to qualitative cross-sectional (n=12) and vertical (n=2) case analyses. The results showed that teachers’ attitudes affect their knowledge and skill development, educational practices, collaborative exchanges, and perceptions regarding key student results. It also appears that professional experience affects various PWBW factors. For example, extensive professional experience is associated with strong feelings of competence and a desire to get involved, but also with low levels of fulfillment and perceived recognition at work. We can therefore conclude that direct correlations exist between PD and PWBW. In addition, there is a link between teachers’ attitudes towards teaching and the personal and professional factors that affect PD, hence the importance of considering teachers’ attitudes as a vital PD factor. Teachers’ professional experience is another important factor to consider in the college context, particularly for improving the PWBW necessary for teacher PD. Finally, four different PD profiles according to PD and PWBW levels have been identified (Aware-Fixed, Aware-Reserved, Aware-Active, and Perfectionist), and the results of our mixed analyses demonstrated a correlation between teachers’ PD and their PWBW.