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O clima de segurança psicossocial enquanto facilitador da saúde docente e do bem-estar ocupacional
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Abstract(s)
A carreira de docente do ensino básico e secundário, em Portugal, apresenta algumas
imposições que podem influenciar a sua condição psicológica e de saúde. Com as exigências
impostas aos docentes, temas como o clima de segurança psicossocial (CSP), a saúde docente
e o stresse, têm despertado o interesse da comunidade científica. A presente investigação, de
natureza quantitativa, teve como objetivo compreender os mecanismos que intervêm na relação
entre o CSP e os resultados do trabalho, através do modelo JD-R, numa amostra de docentes do
ensino básico e secundário portugueses. A amostra recolhida totalizou 1481 docentes, sendo a
maioria do sexo feminino (78.9%), e o escalão etário mais representado foi o escalão entre os
56 e os 70 anos (35.2%). Os participantes preencheram um protocolo de investigação
constituído por seis questionários de autorresposta e um questionário sociodemográfico e
profissional. Os resultados indicaram que o CSP estabelece uma relação positiva com a saúde
docente, o engagement no trabalho e o PsyCap; a saúde docente medeia a relação entre o CSP
e o engagement no trabalho e o PsyCap, promovendo ambos; o PsyCap tem uma relação
positiva com a satisfação no trabalho e negativa com o stresse; e, o engagement no trabalho e o
PsyCap medeiam, de forma parcial, a relação entre o CSP e a satisfação profissional,
promovendo esta, e o stresse, diminuindo os níveis deste. Seria importante que estes resultados
tivessem um efeito impulsionador quanto a intervenções junto de docentes para a prevenção e
melhoria da saúde e do bem-estar dos mesmos. Foram discutidas as implicações teórico-práticas
dos resultados obtidos, bem como foram apresentadas as limitações do estudo e sugestões para
estudos futuros.
The teaching career of Portuguese basic and upper secondary education presents some impositions that can influence teacher’s psychological condition and health. With the demands imposed on teachers, topics such as the psychosocial safety climate (PSC), teacher health and stress have aroused the interest of the scientific community. This research, of a quantitative nature, aimed to understand the mechanisms that intervene in the relationship between PSC and the work outcomes, through the JD-R model, in a sample of Portuguese basic and upper secondary school teachers. The sample was comprised of 1481 teachers, the majority being females (78.9%), and the most represented age group was between 56 and 70 years old (35.2%). The participants completed a research protocol consisting of six self-report questionnaires and one sociodemographic and professional questionnaire. The results indicated that PSC establishes a positive relationship with teacher health, work engagement and PsyCap; teacher health mediates the relationship between PSC and both work engagement and PsyCap, promoting both; PsyCap has a positive relationship with job satisfaction and a negative relationship with stress; and work engagement and PsyCap partially mediate the relationship between PSC and job satisfaction, promoting the latter, and stress, reducing its levels. It would be important that these results would have a driving effect on interventions with teachers to prevent and improve their health and well-being. The theoretical-practical implications of the results obtained were discussed, as well as the limitations of the study and suggestions for future studies.
The teaching career of Portuguese basic and upper secondary education presents some impositions that can influence teacher’s psychological condition and health. With the demands imposed on teachers, topics such as the psychosocial safety climate (PSC), teacher health and stress have aroused the interest of the scientific community. This research, of a quantitative nature, aimed to understand the mechanisms that intervene in the relationship between PSC and the work outcomes, through the JD-R model, in a sample of Portuguese basic and upper secondary school teachers. The sample was comprised of 1481 teachers, the majority being females (78.9%), and the most represented age group was between 56 and 70 years old (35.2%). The participants completed a research protocol consisting of six self-report questionnaires and one sociodemographic and professional questionnaire. The results indicated that PSC establishes a positive relationship with teacher health, work engagement and PsyCap; teacher health mediates the relationship between PSC and both work engagement and PsyCap, promoting both; PsyCap has a positive relationship with job satisfaction and a negative relationship with stress; and work engagement and PsyCap partially mediate the relationship between PSC and job satisfaction, promoting the latter, and stress, reducing its levels. It would be important that these results would have a driving effect on interventions with teachers to prevent and improve their health and well-being. The theoretical-practical implications of the results obtained were discussed, as well as the limitations of the study and suggestions for future studies.
Description
Keywords
Capital psicológico positivo Clima de segurança psicossocial Engagement no trabalho Modelo JD-R Saúde docente