Bem-estar Docente no ensino de Ciências: relações entre afetos, autoeficácia e satisfação no trabalho
DOI:
https://doi.org/10.22600/1518-8795.ienci/2025v30n3p346Palabras clave:
Emoções na docência, Motivação profissional, Engajamento docente, Fatores psicossociais, Educação básicaResumen
Este estudo investigou como fatores emocionais (afetos positivos), motivacionais (autoeficácia docente) e demográficos (gênero, idade e tempo de docência) se relacionam com a satisfação no trabalho de professores de Ciências da Educação Básica. Adotou-se um delineamento quantitativo e transversal, com aplicação de instrumentos validados a uma amostra de docentes da rede pública do Distrito Federal. Os resultados indicaram que os afetos positivos foram o preditor mais forte da satisfação, mesmo quando controladas variáveis motivacionais e demográficas. Afetos positivos também se correlacionaram significativamente com a autoeficácia e o entusiasmo docente, enquanto afetos negativos apresentaram associação inversa com a satisfação. O tempo de docência teve efeito positivo modesto. A análise de mediação não confirmou a hipótese de que a autoeficácia medie a relação entre afetos positivos e satisfação, sugerindo um efeito direto dos estados emocionais sobre o bem-estar profissional. Diferenças de gênero indicaram maior vulnerabilidade emocional entre professoras. Os achados reforçam a importância de iniciativas institucionais voltadas à promoção do bem-estar emocional dos docentes, especialmente no ensino de Ciências, e apontam caminhos para futuras pesquisas focadas em intervenções socioemocionais no contexto escolar.Referencias
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