Pandemia da COVID-19: insatisfação com o trabalho entre professores(as) do estado de Minas Gerais, Brasil

Silva, Rosângela Ramos Veloso; Barbosa, Rose Elizabeth Cabral; Silva, Nayra Suze Souza e; Pinho, Lucinéia de; Ferreira, Thalita Bahia; Moreira, Bethânia Borja; Brito, Maria Fernanda Santos Figueiredo; Haikal, Desirée Sant’Ana

doi:10.1590/1413-812320212612.10622021

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…The results show that most of the respondents had a low level of job satisfaction, with 50.47%, being these percentages much higher than those found in other public workers in Peru where most of them had average job satisfaction, (Abarca Arias et al, 2021;Aliaga-Zamora et al, 2022;Holguin Morales & Contreras Camarena, 2020).This is a negative factor because it can influence job performance (Chen & Sun, 2009;Obi, 2009). (Chen & Sun, 2009;Obiunu & Yalaju, 2020;Sudiardhita et al, 2018) affecting the quality of public services (Hernández Junco et al, 2009).. During the COVID-19 pandemic, drastic changes were made in the way job functions were performed, generating dissatisfaction, discomfort (Silva et al, 2021), stress and burnout (Kitsios & Kamariotou 2021). Therefore, it is important during these situations to make improvements in job content and organizational characteristics in order to reduce burnout and job dissatisfaction among staff (Ibrahim et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Job satisfaction of public workers in northern peru during the covid-19 pandemic

Ezcurra-Zavaleta

Ruiz-Montealegre

Saavedra-López

et al. 2023

SDJ

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Objective: The objective of the study was to determine the job satisfaction of public workers in the provincial municipalities of the Tumbes region (Peru). Method: The method used was a descriptive, non-experimental cross-sectional design. The sample consisted of 319 male and female workers from the 3 provincial municipalities. A sociodemographic questionnaire and the Job Satisfaction Questionnaire were used as data collection instruments. Results: The results showed that only 10% of the participants had high job satisfaction. Within the dimensions, the majority showed low satisfaction (67%) with the remuneration received. No significant differences were found between men and women with respect to job satisfaction, and those with permanent employment status had lower levels than those who work on a temporary basis. Conclusions: It is concluded that most of the personnel working in the provincial municipalities of the Tumbes region have low levels of job satisfaction, so it is important to develop programs aimed at strengthening the bond and favorable attitude of workers with the institution where they work.

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Section: Discussionmentioning

confidence: 99%

Job satisfaction of public workers in northern peru during the covid-19 pandemic

Ezcurra-Zavaleta

Ruiz-Montealegre

Saavedra-López

et al. 2023

SDJ

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“…Diante dessa afirmativa, foi necessário, a partir do cenário pandêmico, fazer adequações no ambiente de trabalho para realizar as atividades não presenciais, conforme apontam os gráficos a seguir. exacerbado pela falta ou pelo acesso precário às novas tecnologias educacionais, não só intensificou a insatisfação profissional, como também aprofundou as desigualdades socioeducacionais no Brasil (Silva, 2022).…”

Section: Metodologiaunclassified

Condições e precarizações do fazer docente: implicações da COVID-19 nas práticas de professores alfabetizadores

Matos,

Santos,

Franco

2024

Cad. Pedagógico

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A pandemia de Covid-19 impulsionou mudanças significativas no setor educacional, forçando uma transição abrupta do ensino presencial para o remoto. Este estudo analisa as adaptações nas práticas docentes em escolas municipais de Contagem, Minas Gerais, com foco especial nos professores dos anos iniciais do ensino fundamental. O objetivo principal foi entender como esses educadores planejaram e executaram suas atividades pedagógicas para assegurar a continuidade do processo de alfabetização durante a crise. Foram coletados dados de 290 professores através de questionários, revelando uma discrepância significativa entre as diretrizes das autoridades educacionais e as condições reais dos docentes. Esse descompasso resultou em desafios no manejo de tecnologias digitais e na adaptação de métodos de ensino. Além disso, a falta de recursos adequados e de infraestrutura para o ensino à distância foi evidente, junto com as consideráveis dificuldades emocionais enfrentadas pelos professores. Este estudo destaca a necessidade urgente de políticas públicas que melhorem a formação dos professores em tecnologias educacionais e aprimorem a infraestrutura das escolas. Estas medidas são cruciais para mitigar as desigualdades educacionais e preparar o sistema educacional para enfrentar futuras crises que exigem modalidades de ensino não presenciais. A pesquisa também sugere a importância de uma maior colaboração entre os educadores e as autoridades para garantir que as transições se-am mais eficientes e menos disruptivas, enfatizando a necessidade de estratégias de ensino que sejam adaptativas e inclusivas, considerando as diversidades socioeconômicas dos estudantes. Por fim, o estuda aponta que a COVID-19 trouxe mudanças para o processo educacional, mas precisa ser cuidadosamente estudada, uma vez que, dependendo do uso que se faz, tende a fragilizar e a precarizar ainda mais, a educação no país.

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“…Moreover, understanding teacher’s experiences throughout the pandemic is of critical importance for the future of education. Multiple studies have indicated that teachers have experienced higher levels of dissatisfaction and a lower sense of success during the pandemic 37 – 41 , resulting in increased levels of attrition rates worldwide 42 .…”

Section: Introductionmentioning

confidence: 99%

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Alvarez-Rivero,

Odgers,

Ansari

2023

npj Sci. Learn.

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How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020–2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students’ academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers’ reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.

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Pandemia da COVID-19: insatisfação com o trabalho entre professores(as) do estado de Minas Gerais, Brasil

Cited by 13 publications

References 19 publications

Job satisfaction of public workers in northern peru during the covid-19 pandemic

Job satisfaction of public workers in northern peru during the covid-19 pandemic

Condições e precarizações do fazer docente: implicações da COVID-19 nas práticas de professores alfabetizadores

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

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