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Os Comportamentos de Cidadania, Organizacional nos Docentes do 1º Ciclo do Ensino Básico
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Abstract(s)
O presente trabalho pretende evidenciar a importância dos Comportamentos de Cidadania Organizacional (CCO) no desempenho profissional dos professores do 1.º Ciclo do Ensino Básico. Destaca-se a relevância da liderança e o modo como esta influencia a satisfação no trabalho e na perceção do apoio organizacional (PAO) por parte dos docentes. Na tentativa de descobrir e compreender algumas especificidades relacionadas com este tema, pretende-se com este estudo clarificar os efeitos das perceções de diferentes estilos de liderança nos CCO dos professores, de que forma interferem na atitude e desempenho de funções, nas diferentes dimensões da satisfação no trabalho e da PAO. Como principais objetivos do estudo, definiu-se a análise e compreensão dos CCO na valência do 1.º Ciclo do Ensino Básico, a influência e relação estabelecida entre as diferentes práticas de liderança no setor pedagógico, bem como, em que medida afeta o compromisso profissional, o empenho e satisfação dos professores. O quadro teórico de referência aborda os conceitos de CCO, liderança (transformacional e transacional), a satisfação com o trabalho e a perceção do apoio organizacional. No quadro metodológico participam 250 professores do 1.º Ciclo do Ensino Básico de 17 escolas do 1º Ciclo do Ensino Básico do concelho de Lisboa, sendo que para tal foi utilizada a técnica de amostragem de conveniência não probabilística. Foi criado um modelo de investigação, que envolveu as componentes teóricas do quadro de referência, permitindo-nos assim, identificar o estilo de liderança predominante face à satisfação e comportamentos de cidadania organizacional verificados no desempenho profissional dos docentes. Os resultados do estudo evidenciaram que a liderança transformacional influência de forma positiva e significativa a satisfação profissional e o aumento dos comportamentos de cidadania organizacional.
This work aims to emphasize the relevance of the Organizational Citizenship Behaviors (OCB) in the professional performance of elementary school teachers, and stands out the relevance of leadership and the way it influences job’s satisfaction and the Perception of Organizational Support (POS) by teachers. In order to determine and understand some specificities regarding this topic, the purpose of the study is to clarify: the effects of the perception of distinct leadership approaches in teachers’ OCB; and how they interfere in their attitude and performance, as well as in the different dimensions of work satisfaction and of the POS. The main objectives defined were: the analysis and comprehension of the OCB within elementary school; the influence and relationship established among the different leadership practices in pedagogical sector; and in what extent they affect teacher’s professional compromise, commitment and satisfaction. The theoretical reference framework addresses the concepts of OCB, leadership (transformational and transactional), job satisfaction and the perception of organizational support. The methodological framework includes 250 elementary school teachers from 17 elementary schools in the municipality of Lisbon, and for this purpose the non-probabilistic convenience sampling technique was used. A research model involving the theoretical components of the reference framework was created, allowing us to identify the predominant leadership style in view of the satisfaction and organizational citizenship behaviors verified in the professional performance of teachers. The results of the study showed that transformational leadership influences both positively and significantly the professional satisfaction and the increase of organizational citizenship behaviors.
This work aims to emphasize the relevance of the Organizational Citizenship Behaviors (OCB) in the professional performance of elementary school teachers, and stands out the relevance of leadership and the way it influences job’s satisfaction and the Perception of Organizational Support (POS) by teachers. In order to determine and understand some specificities regarding this topic, the purpose of the study is to clarify: the effects of the perception of distinct leadership approaches in teachers’ OCB; and how they interfere in their attitude and performance, as well as in the different dimensions of work satisfaction and of the POS. The main objectives defined were: the analysis and comprehension of the OCB within elementary school; the influence and relationship established among the different leadership practices in pedagogical sector; and in what extent they affect teacher’s professional compromise, commitment and satisfaction. The theoretical reference framework addresses the concepts of OCB, leadership (transformational and transactional), job satisfaction and the perception of organizational support. The methodological framework includes 250 elementary school teachers from 17 elementary schools in the municipality of Lisbon, and for this purpose the non-probabilistic convenience sampling technique was used. A research model involving the theoretical components of the reference framework was created, allowing us to identify the predominant leadership style in view of the satisfaction and organizational citizenship behaviors verified in the professional performance of teachers. The results of the study showed that transformational leadership influences both positively and significantly the professional satisfaction and the increase of organizational citizenship behaviors.
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Keywords
Comportamentos de Cidadania Organizacional, Docentes do 1.º CEB, Perceção do Apoio Organizacional e Satisfação no Trabalho Organizational Citizenship Behaviors, 1st CEB Teachers, Perception of Organizational Support and Job Satisfaction