Self-efficacy, job satisfaction, sociodemographic aspects and working conditions of Parfor’s teacher-students

Abstract

This article discusses the concepts of self-efficacy and satisfaction at work, aiming to evaluate the relation between them and teacher’s sociodemographic aspects and working conditions. Data were obtained
through instruments such as: 1) characterization questionnaire and 2) Likert scales of self-efficacy and job satisfaction, which were applied to 87 teacher-students by the Programa Nacional de Formação de Professores da Educação Básica (Parfor), from Universidade do Para (UFPA), which operate in Pará’s public school system. This is a quantitative, exploratory and descriptive study and uses factorial and correspondence analysis techniques. Results show three different groups of factorial scores of self-efficacy and satisfaction indices: low (25% lower-score group), moderate (50% mediumscore group) and high (25% higher-score group). Regarding the statistics applied to the correspondence analysis, the results showed variation on the level of self-efficacy and satisfaction and that working conditions can influence the satisfaction in the teaching work. It is concluded that there is a moderate association between the self-efficacy and job satisfaction of the teachers investigated and that, by further studying it, these may contribute to the development of education.