Carga horária docente e bem-estar multidimensional em alunos da formação em educação de infância
DOI:
https://doi.org/10.47197/retos.v78.118489Palavras-chave:
Bem-estar físico, estagiários de educação pré-escolar em formação, bem-estar profissional, bem-estar psicológico, carga de trabalho docenteResumo
Introdução: A carga de trabalho docente é amplamente reconhecida como uma exigência ocupacional crítica que influencia o bem-estar dos professores, particularmente no contexto da educação de infância.
Objectivo: Este estudo examina como a carga de trabalho docente durante o período de estágio supervisionado está associada ao bem-estar físico, psicológico e profissional dos estudantes de licenciatura em educação de infância.
Metodologia: Utilizando dados de investigação de 493 estudantes de licenciatura matriculados em três instituições de ensino profissional de nível superior localizadas na região central da China, o estudo emprega a modelação de equações estruturais por mínimos quadrados parciais (PLS-SEM) para analisar as relações diretas, indiretas e sequenciais entre a carga de trabalho e os resultados multidimensionais de bem-estar.
Resultados: Os resultados indicam que a carga de trabalho docente está significativa e negativamente associada ao bem-estar físico, psicológico e profissional. Além disso, tanto o bem-estar físico como o psicológico medeiam parcialmente a relação entre a carga de trabalho e o bem-estar profissional. Ademais, um efeito de mediação serial significativo revela que a carga de trabalho deteriora o bem-estar profissional através de um processo sequencial em que a redução do bem-estar físico leva a um declínio do bem-estar psicológico.
Discussão: Estes resultados destacam a natureza interligada do bem-estar multidimensional durante o estágio supervisionado e realçam a vulnerabilidade dos futuros professores em estágios de educação de infância em condições de elevada carga de trabalho.
Conclusões: Este estudo contribui para a literatura ao ampliar a investigação baseada no modelo JD-R para populações de futuros professores e oferece implicações práticas para melhorar o planeamento do estágio, o apoio institucional e as políticas de formação de professores, visando promover uma força de trabalho sustentável na educação de infância.
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