Usando o National Schools and Staffing Survey para Identificar o Risco de Estresse e Preocupações Vocacionais em Professores de Ensino Primário

Autores

  • Richard G. Lambert Professor, Department of Eductional Leadership University of North Carolina at Charlotte
  • Christopher J. McCarthy Professor, Department of Educational Psychology University of Texas at Austin
  • Paul G. Fitchett Associate Professor, Department of Middle, Secondary, and K12 Education University of North Carolina at Charlotte
  • Sally Lineback Doctoral Student, Department of Educational Psychology University of Texas At Austin
  • Jenson Reiser Doctoral Student, Department of Educational Psychology University of Texas at Austin

DOI:

https://doi.org/10.14507/epaa.v23.1792

Palavras-chave:

professores, estresse, avaliações, preocupações vocacionais, satisfação profissional, retenção

Resumo

Modelos transacionais de estresse sugerem que professores de ensino primário que consideram que as demandas da sala de aula são maiores do que os recursos que eles recebem enfrentam um risco maior de estresse e são mais prováveis de terem preocupações vocacionais. Pesquisas anteriores usando a Avaliação de Recursos e Demandas da Sala de Aula (CARD por sua sigla em inglês), um sistema criado para avaliar a opinião dos professores sobre demandas e recursos, apoia modelos transacionais com amostras locais. Esta pesquisa reproduziu a pesquisa anterior usando dois grupos de dados representativos nacionais da Schools and Staffing Survey (1999-2000 e 2007-2008). Diferenças teoricamente que tinham sido previstas foram encontradas, sugerindo que compreender as opiniões individuais de professores de ensino primário sobre demandas e recursos na sala de aula pode ter consequências importantes para políticas e pesquisas educativas que tem como objetivo lidar com preocupações vocacionais de professores. 

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Biografia do Autor

Richard G. Lambert, Professor, Department of Eductional Leadership University of North Carolina at Charlotte

Dr. Richard Lambert is a Professor of Educational Research at the University of North Carolina at Charlotte. He specializes in applied statistics, teacher stress and coping, and assessment for young children.

Christopher J. McCarthy, Professor, Department of Educational Psychology University of Texas at Austin

Christopher J. McCarthy is a Professor in the Department of Educational Psychology at the University of Texas at Austin. He studies stress and coping, particularly in educational contexts. 

Paul G. Fitchett, Associate Professor, Department of Middle, Secondary, and K12 Education University of North Carolina at Charlotte

Paul G. Fitchett is an Associate Professor in the Department of Middle, Secondary, and K12 Education at the University of North Carolina at Charlotte. He studies the intersections between teacher working conditions, student learning outcomes, and educational policy.

Sally Lineback, Doctoral Student, Department of Educational Psychology University of Texas At Austin

Sally Lineback is a doctoral student in Counseling Psychology at the University of Texas at Austin. She is a former teacher and currently studies teacher stress and coping, with a particular interest in gay and lesbian teachers’ experiences with stress.

Jenson Reiser, Doctoral Student, Department of Educational Psychology University of Texas at Austin

Jenson Reiser is a doctoral candidate in Counseling Psychology at the University of Texas at Austin. Her research interests include stress and coping in educational settings; specifically, the research and development of in-school interventions to help teachers reduce and manage stress.

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Publicado

2015-04-13

Como Citar

Lambert, R. G., McCarthy, C. J., Fitchett, P. G., Lineback, S., & Reiser, J. (2015). Usando o National Schools and Staffing Survey para Identificar o Risco de Estresse e Preocupações Vocacionais em Professores de Ensino Primário. Arquivos Analíticos De Políticas Educativas, 23, 43. https://doi.org/10.14507/epaa.v23.1792

Edição

v. 23 (2015)

Seção

Articles