Gestão da sala de aula e perceção de indisciplina: Um estudo com professores angolanos

• Cadete, Odete Conceicao ^[1] ; Oliveira, Célia ^[2] ; Lopes, João ^[1]
  1. [1] Universidade do Minho

     Universidade do Minho

     Braga (São José de São Lázaro), Portugal

     
  2. [2] Universidade Lusófona do Porto

     Universidade Lusófona do Porto

     Santo Ildefonso, Portugal

     
• Localización: Revista de estudios e investigación en psicología y educación, ISSN-e 2386-7418, Vol. 9, Nº. 0 (Número monográfico XVI CIG-PP), 2022 (Ejemplar dedicado a: Selected Papers del XVI Congreso Internacional Gallego-Portugués de Psicopedagogía), págs. 45-60
• Idioma: portugués
• DOI: 10.17979/reipe.2022.9.0.8914
• Títulos paralelos:
  • Gestión del aula y percepción de la indisciplina: un estudio con profesores angoleños
  • Classroom management and perception about indiscipline: A study with Angolan teachers
• Enlaces
  • Texto completo
• Resumen
  • English

    Indiscipline in the classroom constitutes one of the main concerns for the actors in the educational process (teachers, administrators and parents) and for society in general. This study has two essential aims: the analysis of the relation between variables of classroom management, learning, and the perception of indiscipline, the analysis of profiles of teachers’ answers, concerning the attribution of responsibilities regarding indiscipline in the classroom. 800 Angolan primary and secondary school teachers participated in this study. The Perceived Indiscipline Questionnaire (Lopes & Oliveira, 2017) and the Behavior and Instructional Management Scale (Martin & Sass, 2010) were used to assess perceived indiscipline and classroom management, respectively. Results showed that teachers consider parents and students to be the most responsible agents for indiscipline. Also, an association was found between behavior management and attribution of responsibility for indiscipline. The profile analysis shows, also, specific patterns of response of teachers who report very, few and some indiscipline in the attribution of responsibility concerning indiscipline. These results highlight the importance of considering classroom management when studying students’ behavior, particularly indiscipline in the classroom, and teachers’ perceptions about it.

  • português

    A indisciplina na sala de aula constitui uma das maiores preocupações para os intervenientes no processo educativo (professores, gestores de estabelecimentos de ensino, pais) e para a sociedade em geral. Este estudo tem dois objectivos essenciais: análise da relação entre variáveis de gestão da sala de aula e percepção de indisciplina; análise de perfis de resposta de professores, no que concerne à responsabilização pela indisciplina na sala de aula. Participaram no estudo 800 professores angolanos do ensino primário e secundário. Foi utilizado o Questionário de Indisciplina Percebida (Lopes & Oliveira, 2017) e a Behavior and Instructional Management Scale (Martin & Sass, 2010) para avaliar a percepção de indisciplina e a gestão da sala de aula, respectivamente. Os resultados mostram que os professores consideram que pais e alunos são os principais responsáveis pela indisciplina em sala de aula. Verificou-se ainda uma associação entre a gestão de sala de aula e atribuições de responsabilidade pela indisciplina. A análise de perfis evidencia, igualmente, padrões específicos de resposta, de professores que reportam muita, pouca e alguma indisciplina, quanto à atribuição de responsabilidades pela indisciplina. Estes resultados salientam a importância de considerar a gestão de sala de aula no estudo do comportamento dos alunos, em particular da indisciplina em sala de aula, e da perceção dos professores acerca da mesma.

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