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Estatística
Título: RELATIONSHIPS BETWEEN PERSONAL RESOURCES AND WELL-BEING AT WORK AMONG BRAZILIAN TEACHERS DURING THE COVID-19 PANDEMIC
Autor: LETÍCIA SCANDIANI SOAVE
Colaborador(es): LEONARDO FERNANDES MARTINS - Orientador
CLARISSA PINTO PIZARRO DE FREITAS - Coorientador
Catalogação: 26/MAR/2024 Língua(s): PORTUGUESE - BRAZIL
Tipo: TEXT Subtipo: THESIS
Notas: [pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
[en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio.
Referência(s): [pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=66333&idi=1
[en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=66333&idi=2
DOI: https://doi.org/10.17771/PUCRio.acad.66333
Resumo:
This paper examines the relationships between personal resources and wellbeing at work in Brazilian teachers during the COVID-19 pandemic, and for this purpose two studies were carried out. The studies were based on the Job Demands and Resources Model, which suggests that personal resources can protect individuals against work-related stress. Personal resources examined in these studies include occupational self-efficacy, meaningful work, and psychological flexibility at work. While possible outcomes are burnout, work engagement and addiction to work. The sample was composed of 111 teachers of Rio de Janeiro, 76 percent of whom were women, with an average age of 40 years (SD = 10 years), 45 percent from public institutions. The instruments used were a sociodemographic survey, with the aim of recognizing the sample, a survey of teachers experience with the ERE, the Work and Meaning Inventory, the Occupational Self-Efficacy Scale – Brief Version, the Utrecht Work Engagement Scale, the Psychological Flexibility at Work Scale, the Dutch Work Addiction Scale and the Burnout Assessment Tool – 12. Pearson correlation analysis, structural equation modeling and moderation analysis were used to analyze the data. The results of the studies indicate that experiences with Emergency Remote Teaching were risk factors for workaholism and that personal resources acted as protective factors against burnout in teachers. The results also suggest that personal resources acted as antecedents of work engagement, and that psychological flexibility acted as a moderating variable in the relationship between other resources and engagement. Such results may be relevant for the development of interventions that contribute to promoting well-being and preventing teachers from becoming ill.
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