Autoeficácia docente e indisciplina: Perceções de professores do 3.º Ciclo do Ensino Básico

José Castro Silva; Adriana Madeira; Nádia Ferreira

doi:10.21814/rpe.28518

Autores

José Castro Silva ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal https://orcid.org/0000-0002-0209-3728
Adriana Madeira ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal https://orcid.org/0009-0005-6970-9493
Nádia Ferreira ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Portugal https://orcid.org/0009-0001-8243-8721

DOI:

https://doi.org/10.21814/rpe.28518

Palavras-chave:

Autoeficácia, Indisciplina escolar

Resumo

Um clima escolar positivo prediz positivamente a autoeficácia dos professores. Este artigo reporta os resultados de um estudo que explorou as relações entre as crenças de autoeficácia de professores portugueses para gerir a indisciplina em sala aula, o clima escolar e clima de sala de aula. Participaram 400 professores do 3.º ciclo do ensino básico, os quais responderam a três questionários que avaliam as suas crenças de autoeficácia sobre gestão de sala de aula, clima escolar e clima de sala de aula. A análise de dados, baseada em medidas de estatística inferencial, revela que os professores, de modo geral, possuem crenças de autoeficácia elevadas na gestão da indisciplina. Conclui-se, ainda, que os professores com maior tempo de serviço docente, maior tempo de serviço na mesma escola e que receberam formação para gerir a indisciplina detêm crenças de autoeficácia sobre gestão da indisciplina mais elevadas. Por último, professores que percecionam o clima escolar e clima de sala de aula como sendo mais positivo apresentam níveis mais elevados de autoeficácia na gestão da indisciplina. Os resultados obtidos permitem confirmar a importância do clima escolar e de sala de aula, inferindo-se que a perceção de eficácia docente é influenciada pelo clima das organizações escolares onde os professores exercem a sua profissão. Com base nos resultados mais significativos são discutidas as implicações para a formação inicial e contínua de professores.

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