Programa de habilidades sociais e educativas para professores dos anos finais do ensino fundamental

• Autor(a) principal: Chagas, Adriana Pinheiro Serqueira das
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15237
• topic: Social Skills; Self-Efficacy Beliefs; Teachers; Intervention; Middle School; Habilidades sociais; Crenças de autoeficácia; Intervenção; Ensino fundamental; Psicologia Social; Educação; Professores; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

Lack of stimulus, conflicts emerging from interpersonal relationships in the school context and precarious working conditions are some of the contextual issues that can damage the teaching practice, the bond with the students and the emotional mood of teachers, leading to stress and the manifestation of the symptoms of burnout. Based on the Bioecological Theory of Human Development, the general objective of the study was to identify stressful situations experienced by teachers in order to raise, through an Social Skills and Educative Social Skills Program (SSESSP), healthy interpersonal relationships between students and teachers at the end of the Middle School. The specific objectives were: (1) characterize the perceptions of occupational stressors of teachers who teach in the final years of elementary school; (2) implement and evaluate process indicators and the effects of the SSESSP on the social skills stock, on social educational skills, on the quality of the teacher-student relationship and on the teacher's self-efficacy beliefs. Forty-five teachers who teach the end of the public middle school (from 6th to 9th) attended the study, spread in three neighboring districts in the State of Rio de Janeiro. Participants were arranged for convenience in two groups: intervention (N = 22) and control (N = 23). To begin, a lecture was given to present the program, perform the needs assessment and recruit teachers for intervention. Subsequently, SSESSP was developed in 10 meetings including evaluation process measures and pre and post-testing. The process evaluation included the development of homework assignments and the final evaluation of the meetings. The instruments used in the final evaluation of results were: Social Skills Inventory; Inventory of Social and Educational Skills teachers version; Scale for measuring the Perception of Occupational Stressors by Teachers; Teaching Self-Efficacy Scale. The process evaluation indicated the creation of positive links between teachers and facilitators, observed through the increase of satisfactory behaviors during the meetings and of the reports on the accomplishment of the tasks of home. In addition, procedural evaluation favored the construction of evidence of program functionality and allowed an understanding of the assimilation of social and educational skills that were worked out with the participants. The results of the post-test indicated that the intervention promoted the repertoire of teachers' social and educational skills, improved the quality of the teacher-student relationship and increased the beliefs of teacher self-efficacy. The final qualitative evaluation, through the positive records of teachers, highlighted the effectiveness of the SSESSP conditions. It is concluded that the intervention evidenced some indicators of effectiveness, and can be considered as an alternative for the interpersonal development of teachers and improvement of mental health of themselves. Intervention and follow-up studies should be performed to confirm the effectiveness of the program