Antecedentes de engajamento de professores da educação básica

Abstract

In the context of the basic education of modernity, characterized by social, cultural and political complexities, it’s important that teachers engage in work, demonstrating vigor, dedication and concentration in their pedagogical practices, consequently contributing to the quality of student learning. Nonetheless, teachers, in the face of the psychological pressures of the work environment, compromise their engagement, consequently lose their inspirations, pleasure and satisfaction in the tasks, as well as diminish their attention and focus capacities in the teaching-learning processes. However, if there is a perception of justice, showing characteristics of belonging in the distribution of tasks and responsibilities, where workers recognize and collaborate in organizational processes and perceive positive interpersonal relationships, one can guarantee higher levels of engagement. Therefore, the Job Demands and Resources (JDR) model and the Organizational Justice (Perception of Justice) theory are the theoretical bases that can contribute to research and discussions about the antecedents of engagement. Thus, the main objective was to analyze parts of the JDR model, which integrates the work demands (operationalized by the psychological load) and work resources (operationalized by perception of justice) as antecedents that can influence the teacher engagement. To achieve this goal, five studies were developed: the first study consisted of a systematic review of the antecedents of basic education teachers' engagement in the last decade, which showed, in most of the findings, that the workload, as a direct effect, the engagement, but with indirect, mediated or moderate effect by labor resources can remain or elevate the aspects of these construct. The second study provided evidence of the validity of the 09-item Engagement Scale (Vazquez, 2015) through analysis of internal structure, variance of means between groups of gender and work function (boss and regency) and relations with variables converging. The third study reported new evidence on the validity of the Organizational Justice Perception scale (PJO), which adjusted adequately in the sample of 10 these students. professors. The fourth study analyzed the differences between levels of engagement in three time series, with 133 teachers, regarding the pressures exerted at times of external evaluations. He confirmed that the context influences the states of teacher engagement. The fifth study investigated the threefold mediation of distributive, procedural, and interactional justice between the relationships of psychological load and engagement in the sample of 528 teachers. It was concluded that the perception of justice constitutes an organizational resource that attenuates the negative aspects between psychological load and engagement