Planejamento de carreira e realização profissional dos docentes de ciências contábeis
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/21558 http://dx.doi.org/10.14393/ufu.te.2018.200 |
Resumo: | Career definitions have changed over time. The professional who felt these changes was the teacher, who today is the center of attention in the educational environment and, consequently, planner of your own career, which is considered an important factor for success in working life. The purpose of this study was to analyze whether self-efficacy influences the planning of the career choice in the accounting area and how much planning affects the teachers’ professional achievement. For this purpose, three components were used: the Social Cognitive Career Theory (SCCT), created by Lent, Brown and Hackett (2002), whose objective is to identify, through self-efficacy, previous experiences and personal factors that can explain how individuals form career interests, set goals, and persist in the work environment. For career planning, the theoretical basis 'career decision' by Lounsbury et al. (2005) and 'vocational exploration' by Rogers, Creed and Glendon's (2008) were used with the purpose of identifying career planning for teachers. Finally, the scale of professional achievement (ERP) developed by Oliveira-Silva (2015), which determines how much individuals are professionally accomplished, was used to measure professional achievement. The data collection instrument was adapted from Teixeira (2010) and Oliveira-Silva (2015) and was stored in an online platform from November 19, 2017 to February 2, 2018. The research is classified as descriptive and the quantitative approach was used for data analysis. In addition, confirmatory factor analysis and structural equation modeling (SEM) were used to test the proposed model in the thesis. The sample consisted of 542 teachers from the Accounting Sciences course of federal and state higher education institutions, of which 57.4% are male, aged between 30 and 49 years (58.9%). Most of the professors are concentrated in the South and Southeast regions (62.2%), of which 84.3% have Accounting Sciences education and 82.6% have stricto sensu education (Master's or PhD). Regarding the teaching experience, it was possible to note that 68.7% of the sample have between 7 and 25 years of teaching experience, of which 85.1% are teachers of an effective regime. When analyzing the relationship between the constructs of self-efficacy, career planning (career exploration) in professional achievement, the results presented evidence that this relationship explains the model in 61%. Moreover, the hypothesis tests showed that self-efficacy positively affects the teaching career planning and that the planning of the choice of the teaching career in the accounting area affects the perception of professional achievement. It is understood that the results of this thesis can add to the literature the refinement of the constructs that deal with self-efficacy, career planning and professional achievement. |
id |
UFU_2ac92570818bd32cb053ace23c932229 |
---|---|
oai_identifier_str |
oai:repositorio.ufu.br:123456789/21558 |
network_acronym_str |
UFU |
network_name_str |
Repositório Institucional da UFU |
repository_id_str |
|
spelling |
Planejamento de carreira e realização profissional dos docentes de ciências contábeisCareer planning and professional achievement of accounting science teachersAutoeficáciaPlanejamento de carreiraRealização profissionalCiências ContábeisDocenteCareer planningProfessional achievementAccounting SciencesTeacherContabilidadeCarreiras - PlanejamentoSelf-efficacyCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEISCareer definitions have changed over time. The professional who felt these changes was the teacher, who today is the center of attention in the educational environment and, consequently, planner of your own career, which is considered an important factor for success in working life. The purpose of this study was to analyze whether self-efficacy influences the planning of the career choice in the accounting area and how much planning affects the teachers’ professional achievement. For this purpose, three components were used: the Social Cognitive Career Theory (SCCT), created by Lent, Brown and Hackett (2002), whose objective is to identify, through self-efficacy, previous experiences and personal factors that can explain how individuals form career interests, set goals, and persist in the work environment. For career planning, the theoretical basis 'career decision' by Lounsbury et al. (2005) and 'vocational exploration' by Rogers, Creed and Glendon's (2008) were used with the purpose of identifying career planning for teachers. Finally, the scale of professional achievement (ERP) developed by Oliveira-Silva (2015), which determines how much individuals are professionally accomplished, was used to measure professional achievement. The data collection instrument was adapted from Teixeira (2010) and Oliveira-Silva (2015) and was stored in an online platform from November 19, 2017 to February 2, 2018. The research is classified as descriptive and the quantitative approach was used for data analysis. In addition, confirmatory factor analysis and structural equation modeling (SEM) were used to test the proposed model in the thesis. The sample consisted of 542 teachers from the Accounting Sciences course of federal and state higher education institutions, of which 57.4% are male, aged between 30 and 49 years (58.9%). Most of the professors are concentrated in the South and Southeast regions (62.2%), of which 84.3% have Accounting Sciences education and 82.6% have stricto sensu education (Master's or PhD). Regarding the teaching experience, it was possible to note that 68.7% of the sample have between 7 and 25 years of teaching experience, of which 85.1% are teachers of an effective regime. When analyzing the relationship between the constructs of self-efficacy, career planning (career exploration) in professional achievement, the results presented evidence that this relationship explains the model in 61%. Moreover, the hypothesis tests showed that self-efficacy positively affects the teaching career planning and that the planning of the choice of the teaching career in the accounting area affects the perception of professional achievement. It is understood that the results of this thesis can add to the literature the refinement of the constructs that deal with self-efficacy, career planning and professional achievement.Tese (Doutorado)As definições acerca de carreira foram alteradas com o passar do tempo. Um profissional que sentiu tais alterações foi o docente, que hoje é o centro das atenções no meio educacional e, consequentemente, planejador da sua carreira, o que é considerado um fator importante para se ter sucesso na vida profissional. A proposta deste trabalho foi analisar se a autoeficácia tem influência no planejamento da escolha da carreira docente na área contábil e o quanto tal planejamento afeta a realização profissional dos docentes. Para tanto, utilizou-se como suporte teórico três componentes: a Teoria Sociocognitiva da Carreira (TSCC), criada por Lent, Brown e Hackett (1994), cujo objetivo é o de identificar, por meio da autoeficácia, experiências anteriores e fatores pessoais que podem explicar como os indivíduos formam interesses de carreira, definem metas e persistem no ambiente de trabalho. Para o planejamento de carreira, utilizou-se a base teórica ‘decisão de carreira’ de Lounsbury et al. (2005) e a ‘exploração vocacional’ de Rogers, Creed e Glendon (2008) com o propósito de identificar o planejamento para a escolha da carreira pelos docentes. E, por fim, para a mensuração da realização profissional, foi utilizada a Escala de Realização Profissional (ERP) construída por Oliveira-Silva (2015), a qual determina o quanto os indivíduos estão realizados profissionalmente. O instrumento de coleta de dados foi adaptado de Teixeira (2010) e Oliveira-Silva (2015), tendo sido o mesmo armazenado em uma plataforma online no período de 19 de novembro de 2017 a 02 de fevereiro de 2018. A pesquisa classifica-se como descritiva, tendo sido utilizada para a análise dos dados a abordagem quantitativa. Além disso, foram aplicadas a análise fatorial confirmatória e a modelagem de equações estruturais (MEE) para testar o modelo proposto na tese. A amostra foi composta por 542 docentes do curso de Ciências Contábeis de instituições de ensino superior federais e estaduais, sendo 57,4% do sexo masculino, com idade entre 30 e 49 anos (58,9%). A maioria dos docentes se concentram nas regiões Sul e Sudeste (62,2%), sendo cerca de 84,3% formados em Ciências Contábeis e 82,6% têm formação stricto sensu (mestrado ou doutorado). Em relação ao tempo de docência, foi possível notar que 68,7% da amostra têm entre 7 a 25 anos de atuação como docente, sendo 85,1% professores de regime efetivo. Ao analisar a relação dos construtos autoeficácia, planejamento de carreira (exploração de carreira) na realização profissional, os resultados apresentaram evidências de que essa relação explica em 61% o modelo. Ainda, os testes das hipóteses mostraram que a autoeficácia afeta positivamente no planejamento da escolha da Carreira docente e que o planejamento da escolha da carreira docente na área de contabilidade afeta na percepção de realização profissional. Entende-se que os resultados desta tese podem agregar à literatura o refinamento dos construtos que tratam a autoeficácia, o planejamento de carreira e a realização profissional.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em Ciências ContábeisSilva, Lígia Carolina Oliveirahttp://lattes.cnpq.br/8025093926934189Leal, Edvalda Araújohttp://lattes.cnpq.br/1010780688440896Espejo, Márcia Maria dos Santos Bortoloccihttp://lattes.cnpq.br/2126687770271963Andrade, Alexsandro Luiz dehttp://lattes.cnpq.br/8562677684241404Lopes, José Eduardo Ferreirahttp://lattes.cnpq.br/1181111177305483Miranda, Gilberto Joséhttp://lattes.cnpq.br/3004130380690632Araújo, Tamires Sousa2018-06-19T17:49:17Z2018-06-19T17:49:17Z2018-06-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfARAÚJO, Tamires Sousa. Planejamento de carreira e realização profissional dos docentes de Ciências Contábeis. 2018. 123 f. Tese (Doutorado em Ciências Contábeis). Universidade Federal de Uberlândia, Uberlândia, 2018. DOI http://dx.doi.org/10.14393/ufu.te.2018.200https://repositorio.ufu.br/handle/123456789/21558http://dx.doi.org/10.14393/ufu.te.2018.200porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2018-06-19T17:49:18Zoai:repositorio.ufu.br:123456789/21558Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2018-06-19T17:49:18Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis Career planning and professional achievement of accounting science teachers |
title |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
spellingShingle |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis Araújo, Tamires Sousa Autoeficácia Planejamento de carreira Realização profissional Ciências Contábeis Docente Career planning Professional achievement Accounting Sciences Teacher Contabilidade Carreiras - Planejamento Self-efficacy CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS |
title_short |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
title_full |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
title_fullStr |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
title_full_unstemmed |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
title_sort |
Planejamento de carreira e realização profissional dos docentes de ciências contábeis |
author |
Araújo, Tamires Sousa |
author_facet |
Araújo, Tamires Sousa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Silva, Lígia Carolina Oliveira http://lattes.cnpq.br/8025093926934189 Leal, Edvalda Araújo http://lattes.cnpq.br/1010780688440896 Espejo, Márcia Maria dos Santos Bortolocci http://lattes.cnpq.br/2126687770271963 Andrade, Alexsandro Luiz de http://lattes.cnpq.br/8562677684241404 Lopes, José Eduardo Ferreira http://lattes.cnpq.br/1181111177305483 Miranda, Gilberto José http://lattes.cnpq.br/3004130380690632 |
dc.contributor.author.fl_str_mv |
Araújo, Tamires Sousa |
dc.subject.por.fl_str_mv |
Autoeficácia Planejamento de carreira Realização profissional Ciências Contábeis Docente Career planning Professional achievement Accounting Sciences Teacher Contabilidade Carreiras - Planejamento Self-efficacy CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS |
topic |
Autoeficácia Planejamento de carreira Realização profissional Ciências Contábeis Docente Career planning Professional achievement Accounting Sciences Teacher Contabilidade Carreiras - Planejamento Self-efficacy CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::CIENCIAS CONTABEIS |
description |
Career definitions have changed over time. The professional who felt these changes was the teacher, who today is the center of attention in the educational environment and, consequently, planner of your own career, which is considered an important factor for success in working life. The purpose of this study was to analyze whether self-efficacy influences the planning of the career choice in the accounting area and how much planning affects the teachers’ professional achievement. For this purpose, three components were used: the Social Cognitive Career Theory (SCCT), created by Lent, Brown and Hackett (2002), whose objective is to identify, through self-efficacy, previous experiences and personal factors that can explain how individuals form career interests, set goals, and persist in the work environment. For career planning, the theoretical basis 'career decision' by Lounsbury et al. (2005) and 'vocational exploration' by Rogers, Creed and Glendon's (2008) were used with the purpose of identifying career planning for teachers. Finally, the scale of professional achievement (ERP) developed by Oliveira-Silva (2015), which determines how much individuals are professionally accomplished, was used to measure professional achievement. The data collection instrument was adapted from Teixeira (2010) and Oliveira-Silva (2015) and was stored in an online platform from November 19, 2017 to February 2, 2018. The research is classified as descriptive and the quantitative approach was used for data analysis. In addition, confirmatory factor analysis and structural equation modeling (SEM) were used to test the proposed model in the thesis. The sample consisted of 542 teachers from the Accounting Sciences course of federal and state higher education institutions, of which 57.4% are male, aged between 30 and 49 years (58.9%). Most of the professors are concentrated in the South and Southeast regions (62.2%), of which 84.3% have Accounting Sciences education and 82.6% have stricto sensu education (Master's or PhD). Regarding the teaching experience, it was possible to note that 68.7% of the sample have between 7 and 25 years of teaching experience, of which 85.1% are teachers of an effective regime. When analyzing the relationship between the constructs of self-efficacy, career planning (career exploration) in professional achievement, the results presented evidence that this relationship explains the model in 61%. Moreover, the hypothesis tests showed that self-efficacy positively affects the teaching career planning and that the planning of the choice of the teaching career in the accounting area affects the perception of professional achievement. It is understood that the results of this thesis can add to the literature the refinement of the constructs that deal with self-efficacy, career planning and professional achievement. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-19T17:49:17Z 2018-06-19T17:49:17Z 2018-06-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
ARAÚJO, Tamires Sousa. Planejamento de carreira e realização profissional dos docentes de Ciências Contábeis. 2018. 123 f. Tese (Doutorado em Ciências Contábeis). Universidade Federal de Uberlândia, Uberlândia, 2018. DOI http://dx.doi.org/10.14393/ufu.te.2018.200 https://repositorio.ufu.br/handle/123456789/21558 http://dx.doi.org/10.14393/ufu.te.2018.200 |
identifier_str_mv |
ARAÚJO, Tamires Sousa. Planejamento de carreira e realização profissional dos docentes de Ciências Contábeis. 2018. 123 f. Tese (Doutorado em Ciências Contábeis). Universidade Federal de Uberlândia, Uberlândia, 2018. DOI http://dx.doi.org/10.14393/ufu.te.2018.200 |
url |
https://repositorio.ufu.br/handle/123456789/21558 http://dx.doi.org/10.14393/ufu.te.2018.200 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Ciências Contábeis |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Ciências Contábeis |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Repositório Institucional da UFU |
collection |
Repositório Institucional da UFU |
repository.name.fl_str_mv |
Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
diinf@dirbi.ufu.br |
_version_ |
1805569656496324608 |