Autoeficácia e bem-estar do professor no contexto do ensino médico

Abstract

Self-efficacy, for being the basis of motivation and influencing human behavior, can have implications for teaching, especially when the training process requires the adoption of innovative teaching methods. Acting as a determinant of persistence and achievement of goals, evidence shows an association between self-efficacy, personal fulfillment and well-being at work. In this direction, the present study, inserted in the line of research "Training and action of the teaching professional and educational practices", aimed to map the determinant factors of teacher well-being, as well as to analyze the relationship between teachers' self-efficacy and well-being in teaching. physician, in addition to the possible repercussion of these variables on student performance. To this end, two studies were carried out, the first being a scope review with searches in four databases (BVS, CAPES, ERIC, BDTD), from 2011 to 2021, observing the PRISMA-ScR recommendations. Thirty-six studies were selected, which made it possible to identify the main determinants of teacher well-being described by the national and international literature. The results pointed to factors in the work context capable of impacting well-being, as well as personal characteristics and competences (personal beliefs, self-regulation, resilience, strengths, virtues and personal values), also indicating variation in well-being throughout the career. The second study involved the participation of 125 medicine professors from a university in São Paulo. The following instruments were applied: Teacher Self-Efficacy Scale for the use of Active Methodologies, Work Well-being Scale and sociodemographic questionnaire. We also used the averages of student performance in subjects and in the Progress Test. A descriptive and correlational analysis (SPSS software) was carried out, there were no significant differences in terms of gender, age group, schooling, teaching time. Daily journeys of more than eight hours were associated with greater experience of negative affects. The exercise of another activity proved to be a positive factor for teacher well-being, although with a small effect. Teacher self-efficacy and well-being were strongly correlated, with higher levels of self-efficacy related to the prevalence of positive affect and achievement at work. There was no association of the constructs with the performance, suggesting that the student's personal and behavioral variables may act more directly in their learning process. It was concluded that it is important to consider the subjective aspects of the teacher, especially when the pedagogical practice requires the use of innovative teaching methods, suggesting an incentive to strengthen self-efficacy and well-being.