This research deals with the categories selfefficacy
and satisfaction in the work in the light of
the Cognitive Social Theory of Albert Bandura that will subsidize the study with teachers in
formation by the National Plan of Formation of Teachers (Parfor). The clipping for study are
teachersstudents
of the pedagogy course (4th and 5th period) of three poles in the state of
Pará: Belém, Abaetetuba and Cametá. The objective is to analyze teacher selfefficacy
and job
satisfaction of teachers in PARFOR Training. From a theoretical and methodological point of
view, a systematic review of studies aimed at selfefficacy
and job satisfaction subsidized by
the Cognitive Social Theory was carried out in order to strengthen the research corpus; it is
also a field research of an exploratory and descriptive nature of quantitative and qualitative
nature; characterization questionnaire, Likerttype
scales and interviews were used as data
collection instrument. The quantitative data were processed by the analysis of Factorial
Analysis (AF) and Analysis of Correspondence (CA), as well as descriptive analysis with
measures of central tendency and in the qualitative analysis was performed Content Analysis
(CA) according to Bardin with the software NVIVO 10. The results of the Systematic Review
indicate the relationship of different variables in relation to the categories studied. In terms of
selfefficacy,
the most frequent subcategories were: teacher performance (f = 6), teacher
collaboration (f = 2), selfesteem
(f = 2), motivation (F = 2) and burnout (f = 2) were the most
frequent with focus on the two categories simultaneously (selfefficacy
and satisfaction).
Results of the factorial analysis returned from the variables (questions) satisfactorily by the
retained factors, already present commonality values higher than 0.30 (30%) that all variables
present at least moderate correlation (r ≥0.50); in the correspondence analysis, the values of
the descriptive level (p) lower than the level of significance of 0.05 (5%) and of the Beta (β)
criterion greater than or equal to 3, point out that there is dependence on both the variables
and their categories . The process of coding by semantic clustering (content analysis), resulted
in final categories related to selfefficacy:
(1) Beliefs and Strategies of Education (f = 36);
Selfevaluation
(f = 11), Peer Collaboration (f = 12), which synthesize participants'
perceptions regarding this category and job satisfaction, which resulted in the final categories:
(1) Emotional States (f = 43); professional valuation or devaluation (f = 25) and practice and
teacher training (f = 7). It was verified that, in the educational context, the categories selfefficacy
and satisfaction at work can influence the teaching actions.
|
