Self-efficacy beliefs among medical professors and factors related to their perceptions
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/31941 |
Resumo: | Objective: to investigate, among medicine professors, the perception of the Self-Efficacy (AE) belief in teaching and its associated factors. Method: study with a quantitative approach, observational, analytical, carried out with 60 professors of the medical course of a federal educational institution. For data collection, the Woolfolk and Hoy (2001) teacher self-efficacy scale, validated in Brazil by Bzuneck and Guimarães (2003), and the Maslach Burnout Inventary were used. The chi-square test was applied to verify if there was a significant difference between participants who had moderate and high burnout and low self-efficacy. The variables were tested using logistic regression to identify possible risk factors for low self-efficacy. Univariate analysis was used and variables with p < 0.20 were selected for multivariate analysis. For the chi-square test, a confidence level of 95% was used. Results: of the 60 professionals studied, 11 (18.3%) had low AE and 49 (81.7%) had high AE. AE had a mean of 3.2±0.8 points, with a median of 3.3 and 95% CI. High Burnout was observed as an associated factor in 25.7% (of the participants identified with low self-efficacy, which may indicate that AE is one of the variables that interfere in the development of the syndrome. Regarding the sociodemographic variables, 31 (51.7%) teachers participating in the study were female, the predominant age group was 50 years or older (63.4%), the majority (91.7%) had a steady partner and two children (53.3%) Regarding teaching time, most 36 (60.0%) reported having more than 15 years of experience; 38 (63.3%) taught at undergraduate and graduate levels at the same time; 55 (91.7%) stated that teaching was not their main activity and 43 (71.6%) worked as professionals. Conclusion: The perception of self-efficacy in teaching is positive (high) in the studied group, with Burnout syndrome being the main factor associated with low self-efficacy. The most relevant risk factors for low self-efficacy were being female, ≥ 50 years old, not being in a steady relationship, not having children and not being exclusively dedicated to teaching, working time ≥15 years, absence of an effective bond as a public servant. The results of this study can be used to improve institutional management and teaching practice. |
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Self-efficacy beliefs among medical professors and factors related to their perceptionsCreencias de autoeficacia entre profesores de medicina y factores relacionados con sus percepcionesCrenças de autoeficácia entre professores de medicina e fatores relacionados à suas percepçõesAutoeficáciaProfessoresEnsinoBurnoutMedicina.Self-efficacy BeliefTeachersTeachingKnowledge.AutoeficaciaMaestrosEnseñanzaAgotamientoMedicamento.Objective: to investigate, among medicine professors, the perception of the Self-Efficacy (AE) belief in teaching and its associated factors. Method: study with a quantitative approach, observational, analytical, carried out with 60 professors of the medical course of a federal educational institution. For data collection, the Woolfolk and Hoy (2001) teacher self-efficacy scale, validated in Brazil by Bzuneck and Guimarães (2003), and the Maslach Burnout Inventary were used. The chi-square test was applied to verify if there was a significant difference between participants who had moderate and high burnout and low self-efficacy. The variables were tested using logistic regression to identify possible risk factors for low self-efficacy. Univariate analysis was used and variables with p < 0.20 were selected for multivariate analysis. For the chi-square test, a confidence level of 95% was used. Results: of the 60 professionals studied, 11 (18.3%) had low AE and 49 (81.7%) had high AE. AE had a mean of 3.2±0.8 points, with a median of 3.3 and 95% CI. High Burnout was observed as an associated factor in 25.7% (of the participants identified with low self-efficacy, which may indicate that AE is one of the variables that interfere in the development of the syndrome. Regarding the sociodemographic variables, 31 (51.7%) teachers participating in the study were female, the predominant age group was 50 years or older (63.4%), the majority (91.7%) had a steady partner and two children (53.3%) Regarding teaching time, most 36 (60.0%) reported having more than 15 years of experience; 38 (63.3%) taught at undergraduate and graduate levels at the same time; 55 (91.7%) stated that teaching was not their main activity and 43 (71.6%) worked as professionals. Conclusion: The perception of self-efficacy in teaching is positive (high) in the studied group, with Burnout syndrome being the main factor associated with low self-efficacy. The most relevant risk factors for low self-efficacy were being female, ≥ 50 years old, not being in a steady relationship, not having children and not being exclusively dedicated to teaching, working time ≥15 years, absence of an effective bond as a public servant. The results of this study can be used to improve institutional management and teaching practice.Objetivo: Investigar factores asociados a la percepción de autoeficacia en la docencia entre profesores de medicina. Método: estudio con enfoque cuantitativo, observacional, analítico, realizado con 60 profesores de la carrera de medicina de una institución educativa federal. Para la recolección de datos, se utilizaron la escala de autoeficacia docente de Woolfolk y Hoy (2001), validada en Brasil por Bzuneck y Guimarães (2003), y el Inventario de Burnout de Maslach. Se aplicó la prueba de chi-cuadrado para verificar si existía una diferencia significativa entre los participantes que presentaban burnout moderado y alto y baja autoeficacia. Las variables se probaron mediante regresión logística para identificar posibles factores de riesgo de baja autoeficacia. Se utilizó el análisis univariado y las variables con p < 0,20 fueron seleccionadas para el análisis multivariado. Para la prueba de chi-cuadrado se utilizó un nivel de confianza del 95%. Resultados: De los 60 docentes estudiados, 11 (18,3%) presentaron autoeficacia baja y 49 (81,7%) autoeficacia alta. La autoeficacia tuvo una média de 3,2±0,8 puntos, con una mediana de 3,3 e IC 95%. El Alto Burnout se observó como factor asociado en el 25,7% de los participantes identificados con baja autoeficacia. Conclusión: La percepción de la creencia de autoeficacia (EA) en la docencia es positiva (alta) en el grupo estudiado, siendo el síndrome de Burnout el principal factor asociado a la baja EA. Además, existe relación con el género femenino, ≥ 50 años, no tener una relación estable, no tener hijos y no dedicarse exclusivamente à la docencia, jornada laboral ≥ 15 años, ausencia de vínculo efectivo como servidor público.Objetivo: Investigar fatores associados à percepção de autoeficácia no ensino entre docentes médicos. Método: estudo de abordagem quantitativa, do tipo observacional, analítico, realizado com 60 professores do curso de medicina de uma instituição federal de ensino. Para a coleta de dados, foram utilizados a escala de autoeficácia docente de Woolfolk e Hoy (2001), validada no Brasil por Bzuneck e Guimarães (2003), e o Maslach Burnout Inventary. Foi aplicado o teste qui-quadrado para verificar se havia diferença significativa entre os participantes que apresentavam Burnout moderado e alto e a baixa autoeficácia. As variáveis foram testadas por meio de regressão logística para identificar possíveis fatores de risco para baixa autoeficácia. Foi utilizada a análise univariada e as variáveis com p < 0,20 foram selecionadas para análise multivariada. Para o teste do qui-quadrado, foi utilizado um nível de confiança de 95%. Resultados: Dos 60 professores estudados 11 (18,3%) apresentaram baixa autoeficácia e 49 (81,7%) alta autoeficácia. A autoeficácia teve média de 3,2±0,8 pontos, com mediana de 3,3 e IC 95%. O Burnout alto foi observado como fator associado em 25,7% dos participantes identificados com autoeficácia baixa. Conclusão: A percepção da crença da autoeficácia (AE) no ensino é positiva (alta) no grupo estudado sendo a sindrome de Burnout o principal fator associado à AE baixa. Além disso observa-se relação com gênero feminino, ≥ 50 anos, não estar em um relacionamento fixo, não ter filhos e a não dedicação exclusiva a docência, tempo de trabalho ≥15 anos, ausência de vínculo efetivo como concursado.Research, Society and Development2022-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3194110.33448/rsd-v11i9.31941Research, Society and Development; Vol. 11 No. 9; e22711931941Research, Society and Development; Vol. 11 Núm. 9; e22711931941Research, Society and Development; v. 11 n. 9; e227119319412525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/31941/27081Copyright (c) 2022 Cláudia Ribeiro de Lima; Nilce Maria da Silva Campos Costa; Alessandra Vitorino Naghettinhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima, Cláudia Ribeiro de Costa, Nilce Maria da Silva CamposNaghettin, Alessandra Vitorino 2022-07-21T12:36:16Zoai:ojs.pkp.sfu.ca:article/31941Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:48:06.079420Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Self-efficacy beliefs among medical professors and factors related to their perceptions Creencias de autoeficacia entre profesores de medicina y factores relacionados con sus percepciones Crenças de autoeficácia entre professores de medicina e fatores relacionados à suas percepções |
title |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
spellingShingle |
Self-efficacy beliefs among medical professors and factors related to their perceptions Lima, Cláudia Ribeiro de Autoeficácia Professores Ensino Burnout Medicina. Self-efficacy Belief Teachers Teaching Knowledge. Autoeficacia Maestros Enseñanza Agotamiento Medicamento. |
title_short |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
title_full |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
title_fullStr |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
title_full_unstemmed |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
title_sort |
Self-efficacy beliefs among medical professors and factors related to their perceptions |
author |
Lima, Cláudia Ribeiro de |
author_facet |
Lima, Cláudia Ribeiro de Costa, Nilce Maria da Silva Campos Naghettin, Alessandra Vitorino |
author_role |
author |
author2 |
Costa, Nilce Maria da Silva Campos Naghettin, Alessandra Vitorino |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lima, Cláudia Ribeiro de Costa, Nilce Maria da Silva Campos Naghettin, Alessandra Vitorino |
dc.subject.por.fl_str_mv |
Autoeficácia Professores Ensino Burnout Medicina. Self-efficacy Belief Teachers Teaching Knowledge. Autoeficacia Maestros Enseñanza Agotamiento Medicamento. |
topic |
Autoeficácia Professores Ensino Burnout Medicina. Self-efficacy Belief Teachers Teaching Knowledge. Autoeficacia Maestros Enseñanza Agotamiento Medicamento. |
description |
Objective: to investigate, among medicine professors, the perception of the Self-Efficacy (AE) belief in teaching and its associated factors. Method: study with a quantitative approach, observational, analytical, carried out with 60 professors of the medical course of a federal educational institution. For data collection, the Woolfolk and Hoy (2001) teacher self-efficacy scale, validated in Brazil by Bzuneck and Guimarães (2003), and the Maslach Burnout Inventary were used. The chi-square test was applied to verify if there was a significant difference between participants who had moderate and high burnout and low self-efficacy. The variables were tested using logistic regression to identify possible risk factors for low self-efficacy. Univariate analysis was used and variables with p < 0.20 were selected for multivariate analysis. For the chi-square test, a confidence level of 95% was used. Results: of the 60 professionals studied, 11 (18.3%) had low AE and 49 (81.7%) had high AE. AE had a mean of 3.2±0.8 points, with a median of 3.3 and 95% CI. High Burnout was observed as an associated factor in 25.7% (of the participants identified with low self-efficacy, which may indicate that AE is one of the variables that interfere in the development of the syndrome. Regarding the sociodemographic variables, 31 (51.7%) teachers participating in the study were female, the predominant age group was 50 years or older (63.4%), the majority (91.7%) had a steady partner and two children (53.3%) Regarding teaching time, most 36 (60.0%) reported having more than 15 years of experience; 38 (63.3%) taught at undergraduate and graduate levels at the same time; 55 (91.7%) stated that teaching was not their main activity and 43 (71.6%) worked as professionals. Conclusion: The perception of self-efficacy in teaching is positive (high) in the studied group, with Burnout syndrome being the main factor associated with low self-efficacy. The most relevant risk factors for low self-efficacy were being female, ≥ 50 years old, not being in a steady relationship, not having children and not being exclusively dedicated to teaching, working time ≥15 years, absence of an effective bond as a public servant. The results of this study can be used to improve institutional management and teaching practice. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/31941 10.33448/rsd-v11i9.31941 |
url |
https://rsdjournal.org/index.php/rsd/article/view/31941 |
identifier_str_mv |
10.33448/rsd-v11i9.31941 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/31941/27081 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 9; e22711931941 Research, Society and Development; Vol. 11 Núm. 9; e22711931941 Research, Society and Development; v. 11 n. 9; e22711931941 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052768684343296 |