ANÁLISE PSICOMÉTRICA DE DUAS ESCALAS DE MEDIDA ASSOCIADAS À PROFISSÃO DOCENTE

Autores

DOI:

https://doi.org/10.20873/2526-1487V5N2e020006

Palavras-chave:

Engajamento no trabalho, satisfação no trabalho, Autoeficácia profissional, análise de Rasch

Resumo

O presente estudo visa analisar duas escalas de medida associadas ao engajamento no trabalho de professores quebequenses em início de carreira – a satisfação no trabalho e a autoeficácia profissional, bem como examinar as propriedades psicométricas do instrumento utilizado. Análises de Rasch foram desenvolvidas para estudar as duas referidas escalas, assim como o efeito do gênero e do nível de ensino nas variáveis em análise, utilizando amostra de 184 novos professores. As escalas em estudo apresentam unidimensionalidade e independência local, resultados que indicam bom ajustamento dos dados aos dois modelos. No entanto, uma maior quantidade de itens é necessária para melhor estimar a localização das pessoas nas escalas de medida, sobretudo no que tange à autoeficácia profissional.

Biografia do Autor

Carla Barroso da Costa, Université du Québec à Montréal

professor at the UQAM Department of Education and Pedagogy. Her research directly deals with measures and assessment, and addresses teaching practice and learning effectiveness and quality from the standpoint of quantitative research methods.

Montreal, Québec, Canada

Nathalie Loye, Université de Montréal

Professora de Medição e Avaliação no Departamento de Administração e Fundamentos de Educação da Université de Montréal. Seu trabalho tem como foco a avaliação diagnóstica, tanto em termos de modalidades de realização que de modelos psicométricos para analisar dados de testes diagnósticos. É Diretora do Grupo interdisciplinar de Pesquisa em Avaliação e Medição em Educação com auxílio de Tic (Griémétic).

Referências

Andrich, D. & Hagquist, C. (2004). Detection of Differential Item Functioning Using Analysis of Variance. Apresentada na 2nd International Conference on Measurement in Health, Education, Psychology and Marketing: Developments with Rasch Models, Murdoch University, Perth, Australia.

Andrich, D., Sheridan, B. & Luo, G. (2008). Rasch Unidimensional Measurement Model [Computer software]. Perth : RUMM Laboratory, 2030.

Andrich, D.; Humphry, SM. & Marais, I. (2012). Quantifying local, response dependence between two polytomous items using the Rasch model. Applied Psychology Measurement, 36, 309–324.

Bandura, A. (1997). Self-Efficacy : The Exercice of Control. New York : Freeman.

Bennet, P. (2010). Self-efficacy and Perceptions of Community: How They Relate to New Teachers' Commitment. Thèse de doctorat inédite, University of Virginia, Virginia, United States.

Bond, T. G. & Fox, C. M. (2007). Applying the Rasch model. Fundamental measurement in the Human sciences (2 ed). New York: Routledge.

Caldas, C. B., Somensari, P., Costa, S. N., Siqueira, M. M. M. & Claro, A. C. S. (2013). Satisfação e engajamento no trabalho: docentes temáticos e auxiliares da EAD de universidade privada brasileira. Gerais: Revista Interinstitucional de Psicologia, 6(2), 225-237.

Canrinus, E. T., Beijaard, D., Buitinik, J. & Hofman, A. (2012). Self-identity, job satisfaction, motivation and commitment : Exploring the relationship between indicators of teachers' professional identity. European Journal of Psychology of Education, 27(1), 115-132.

Chan, W.-Y., Lau, S., Nie, Y., Lim, S. & Hogan, D. (2008). Organizational and personal predictors of teacher commitment : the mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597-630.

Chong, S. & Low, E.-L. (2009). Why I want to teach and how I feel about teaching - formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8, 59-72.

Duchesne, C., Savoie-Zajc, L. & St-Germain, M. (2005). La raison d'être de l'engagement professionnel chez des enseignants du primaire selon une perspective existentielle. Revue des sciences de l'éducation, 31(3), 497-518.

Engelhard, G. & Wind, S. (2018). Invariant measurement with raters and rating scales: Rasch models for rater-mediated assessments. New York, NY: Routledge.

Huang, S-Y L. & Waxman, H. C. (2009). The association of school environment to student teachers’ satisfaction and teaching commitment. Teaching and Teacher Education, 25, 235-243.

Ingersoll, R. M. & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28-40.

Kamanzi, P. C., Lessard, C., Riopel, M.-C., Blais, J.-G., Larose, F., Wright, A. & Bourque, J. (2008). Les enseignants et les enseignantes au Canada: contexte, profil et travail. Enquêtes pancanadiennes auprès des directions et des enseignants d'écoles primaires et secondaires au Canada (2006). Montréal : Université de Montréal.

Karsenti, T. & Collin, S. (2009). L'autre décrochage scolaire. Formation et profession, mars, 2-6.

Klassen, R. M. & Chiu, M. M. (2010). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114-129.

Lent, R. W. & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction : A social-cognitive view. Journal of Vocational Behavior, 69(2), 236-247.

Létourneau, E. (2014). Démographie et insertion professionnelle : une étude sur le personnel enseignant des commissions scolaires du Québec. Repéré à http://www.ciqss.umontreal.ca/Docs/Colloques/2014_ACFAS/Esther%20L%C3%A9tourneau.pdf

Lison, C. & De Ketele, J-M. (2007). De la satisfaction au moral professionnel des enseignants: étude de quelques déterminants. Revue des Sciences de l’Éducation, 33(1), 179-207.

Maroy, C. (2006). Les évolutions du travail enseignants en France et en Europe : facteurs de changement, incidences et résistances dans l'enseignement secondaire. Revue française de pédagogie, 155, 111-142.

Martin, A. J. & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement : Yields for theory, current issues, and educational practice. Review of Educational Research, 79(1), 327-365.

Mukamurera, J. (2014). Le développement professionnel et la persévérance en enseignement : éclairage théorique et étas des lieux. In : S. Martineau, L. Portelance & J. Mukamurera (Ed.), Constats et perspectives pour soutenir le développement et la persévérance professionnels en enseignement., Développement et persévérance professionnels en enseignement. Oui mais comment?. (pp. 9-34). Québec : PUQ.

Ng, T. W. H., Eby, L. T., Sorensen, K. L. & Feldman, D. C. (2006). Predictors of objective and subjective career success : a meta-analysis. Personnel Psychology, 58(2), 367-408.

Organisation de Coopération et Développement Économiques - OCDE. (2005). Le rôle crucial des enseignants : attiver, former et retenir des enseignants de qualité. Paris : OCDE, Direction de l'éducation.

Pallant, J. F., Misajon, R. A., Bennett, E. & Manderson, L. (2006). Measuring the impact and distress of health problems from the individual's perspective : Development of the Perceived Impact of Problem Profile (PIPP). Health and Quality of Life Outcomes, 4(36), 1-13.

Parker, P. D., Martin, A. J., Colmar, S. & Liem, G. A. (2012). Teachers' workplace well-being : Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503-513.

Penta, M., Arnould, C. & Decruynaere, C. (2005). Développer et interpreter une échelle de mesure. Belgique : Mardaga.

Ramp, M., Khan, F., Misajon, R. A. & Pallant, J. F. (2009). Rasch analysis of the Multiple Sclerosis Impact Scale (MSIS-29). Health and Quality of Life Outcomes, 7(58), 1-10.

Rey, J. & Coen, P-F. (2012). Évolution des attitudes motivationnelles des enseignants pour l’intégration des technologies de l’information et de la communication. Formation et Profession, 20(2), 19-32.

Skaalvik, E. M. & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotion exhaustion. Psychological Reports, 114 (1), 68-77.

Tabachnick, B. G. & Fidell, L. S. (2012). Using multivariate statistics (6ª ed.). Boston: Allyn and Bacon.

Downloads

Publicado

2020-10-13

Como Citar

Barroso da Costa, C., & Loye, N. . (2020). ANÁLISE PSICOMÉTRICA DE DUAS ESCALAS DE MEDIDA ASSOCIADAS À PROFISSÃO DOCENTE. Trabalho (En)Cena, 5(2). https://doi.org/10.20873/2526-1487V5N2e020006

Edição

Seção

Artigo de Pesquisa