Relação entre o apoio social percebido por futuros/as docentes e o stress na sala de aula: Papel mediador da autoeficácia
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https://doi.org/10.17979/reipe.2025.12.1.11728Resumo
O objetivo deste estudo é examinar o papel mediador da autoeficácia docente na relação entre o apoio social e o stress na sala de aula entre futuros/as docentes. Foram recolhidos dados de um total de 725 professores/as em formação matriculados nas faculdades de educação de cinco universidades diferentes da Turquia. Os instrumentos de recolha de dados incluíram a Escala de Eficácia Docente, a Escala de Apoio Social e o Inventário de Stress Docente. Para avaliar as relações entre o apoio social percebido, os níveis de autoeficácia e o stress na sala de aula, foi realizada uma analise path para verificar o ajuste de dois modelos. Enquanto o Modelo 1 considerava tanto os efeitos diretos como os indiretos, o Modelo 2 incluía apenas os efeitos diretos. Para verificar o efeito mediador hipotetizado, foi utilizado um modelo de equações estruturais. Os resultados revelaram que a relação entre o stress na sala de aula e o apoio social (concretamente, o apoio de professores/as e colegas de turma) era totalmente mediada pela autoeficácia docente. Além disso, o Modelo 1 mostrou um melhor ajuste em comparação com o Modelo 2. Essas descobertas destacam o papel fundamental do apoio social e da autoeficácia na gestão do stress entre os futuros/as docentes. Os resultados são interpretados no contexto da bibliografia existente e as implicações para os programas de formação docente são discutidas. Também são fornecidas recomendações para pesquisas futuras.
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