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Colaboração entre professores e perceções da eficácia da escola e da dificuldade do trabalho docente
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Advisor(s)
Abstract(s)
A colaboração entre docentes é considerada por muitos autores como um poderoso fator de aprendizagem profissional dos professores e de eficácia das escolas. No presente trabalho, procura se perceber se os níveis mais intensos de interação profissional entre colegas estão associados a maiores perceções de eficácia da escola e a menores sentimentos de dificuldade do trabalho. O estudo empírico foi realizado em três escolas do 1.º Ciclo do Ensino Básico. Os dados foram recolhidos através de um inquérito por questionário e analisados com recurso à estatística descritiva e inferencial e à análise de redes sociais. Os resultados mostram que é possível retirar diferentes conclusões sobre a matéria, consoante a análise tome como unidade de observação a escola ou o docente. Os resultados obtidos ao nível individual mostram que o envolvimento colaborativo dos docentes não apresentou associação significativa com as perceções sobre a eficácia da escola, mas mostrou uma associação clara e de sentido negativo com as perceções de dificuldade do trabalho docente.
ABSTRACT: Teacher collaboration is regarded by many authors as a powerful factor that promotes professional learning and school effectiveness. This paper seeks to determine whether the most intense levels of professional interaction in teaching are associated with higher perceptions of school effectiveness and lower feelings of difficulty at work. The empirical study was conducted in three elementary schools. Data were collected by means of a questionnaire and analysed using descriptive and inferential statistics and social network analysis. The results show that it is possible to draw different conclusions on the matter, depending on whether the analysis takes the school or the teacher as the unit of observation. The results at the individual level show that the collaborative involvement of teachers is not significantly associated with their perceptions of their school’s effectiveness, but that collaboration is clearly and negatively associated with teachers’ perceptions of the difficulty of their work.
ABSTRACT: Teacher collaboration is regarded by many authors as a powerful factor that promotes professional learning and school effectiveness. This paper seeks to determine whether the most intense levels of professional interaction in teaching are associated with higher perceptions of school effectiveness and lower feelings of difficulty at work. The empirical study was conducted in three elementary schools. Data were collected by means of a questionnaire and analysed using descriptive and inferential statistics and social network analysis. The results show that it is possible to draw different conclusions on the matter, depending on whether the analysis takes the school or the teacher as the unit of observation. The results at the individual level show that the collaborative involvement of teachers is not significantly associated with their perceptions of their school’s effectiveness, but that collaboration is clearly and negatively associated with teachers’ perceptions of the difficulty of their work.
Description
Keywords
Colaboração Docente Eficácia da Escola Trabalho Docente Teacher Collaboration School Effectiveness Difficulty of Teaching
Citation
Lima, J. A., & Fialho, A. (2015). Colaboração entre professores e perceções da eficácia da escola e da dificuldade do trabalho docente. "Revista Portuguesa de Pedagogia", 49(2), 27-53. DOI: 10.14195/1647‑8614_49‑2_2
Publisher
Universidade de Coimbra, Faculdade de Psicologia e de Ciências da Educação