Beliefs Effectiveness of Teachers and Teaching Context Variables Beliefs Effectiveness of Teachers

• Autor(a) principal: Fernandez, Ana Patrícia de Oliveira
• Data de Publicação: 2020
• Outros Autores: Ramos, Maély Ferreira Holanda, Ramos, Edson Marcos Leal Soares, Nina, Karla Cristina Furtado, Silva, Simone Souza Costa, Pontes, Fernando Augusto Ramos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/10576
• topic: Creencias de la Eficacia del Maestro; Eficacia colectiva de los professores; Contexto de enseñanza.; Teaching self-efficacy; Collective efficacy of teachers; Teaching context.; Autoeficácia docente; Eficácia coletiva de professores; Contexto de ensino.

This study investigated the association of self teaching self-effectiveness with collective efficacy, as well as variables related to the teaching context. The study gathered 495 teachers, including 104 male and 391 female participants, distributed in Early Childhood Education, Primary and Secondary Schools, in a denominational system of private schools in Pará, Amapá and Maranhão. It was applied the Characterization Questionnaire, the Teaching Beliefs Scale and  Educational Public Belief. For data analysis it was used Sampling, Factor Analysis and Correspondence Analysis. Among the results, it was found that the teacher takes into account some factors present in the teaching environment that interfere with the beliefs of efficacy. This survey added information about the environmental factors that favor - or not - better teaching strategies, taking into account the context in which they live and their own abilities to work in the teaching environment, with important implications for the teaching-learning process.