A autonomia profissional e a satisfação como educador no ensino superior em enfermagem

Abstract

Introduction: The change in the profile of undergraduate nursing graduates, allied to the need to redefine the teaching role in the teaching and learning process, leads to reflections on themes such as identity, autonomy, satisfaction in teaching, among others. Teaching autonomy has been discussed in the light of various perspectives over time, moving from the idea of unrestricted freedom to the modern concept whose conception links autonomy with social responsibility. In turn, job satisfaction is subjective, multidimensional and is established in the relationship between the expectations of the professional and his work reality. Objective: To analyze aspects related to teachers' self-reported autonomy and satisfaction as an educator in higher education nursing in schools that use active student-centered teaching-learning methods. Method: A descriptive, cross-sectional study with a mixed approach, conducted with teachers of the Nursing Course of a Public Higher Education Institution of the Federal District. The study included 77 professors who have performed managerial or class regency duties for at least 6 months in the institution. Data collection took place between October and November 2017 and was conducted through the application of a semi-structured questionnaire. The analysis of the “QUAN” part was performed using the statistical application software Statistical Package for the Social Sciences (SPSS) version 21.0. For the inferential analyzes, parametric tests were applied; Student's t-test was included to compare the mean of two groups in variables with only two categories (gender, type of degree, type of specialization, experience in HEI, unit that acts and function). One way ANOVA was used to compare the means between three groups in variables with three categories (total experience and age group). All analyzes were performed considering a significance level of 5%. For the analysis of correlation between autonomy and satisfaction, the Pearson correlation was applied. The data from the “QUAL” part were categorized with the support of the IRAMUTEC software - R interface for Multidimensional Analysis of Textes and Questionnaires version 0.7 alpha 2. Descending Hierarchical Classification (CHD) was used which “classifies the segments”. of text according to their respective vocabularies ”with subsequent establishment of categories and classes, followed by the analysis of the information, using the technique of content analysis according to Bardin. Results: Mostly formed by women (77.9%), the faculty had an average age of 41.5 years (SD = 8.6 years) and an average experience of 8 years (SD = 6.2 years) in teaching. at higher level. All teachers had postgraduate studies, and 52 (67.5%) had postgraduate studies related to their area of initial education and 25 teachers (32.5%) reported having postgraduate courses in education. The teachers presented low to moderate average in factors related to teacher autonomy. There was a statistically significant relationship between the factors of autonomy and the role that the teacher occupies in the course. In the qualitative analysis, the Descending Hierarchical Classification categorized the corpus into two categories. The first, called “identifying teacher autonomy” was related to the subcategory “definition of autonomy”. The second category was called “applying teacher autonomy” and presented two subcategories: “autonomy in work processes” and “autonomy in strategies”. In the analysis of satisfaction in teaching, respondents showed moderate overall satisfaction (Average = 2.86; SD = 0.25) and reported greater satisfaction in the relationship with students (M = 3.73; SD = 0.56). There was no statistically significant relationship between satisfaction and any research variables such as age, gender, title, among others. For the correlation between professional autonomy and teacher satisfaction, the Pearson correlation test was applied and a statistically significant correlation was demonstrated. Conclusion: The teachers reported a moderate degree of autonomy, linking it to individual autonomy, representing independence. In their speeches, the teachers related autonomy to work processes and strategies. Concerning job satisfaction, the teachers showed a moderate degree of satisfaction in the various dimensions evaluated, and the dimension related to students was the one with the highest averages. In this study, autonomy and satisfaction in teaching work are correlated with each other and demand attention from faculty, whether acting directly in the classroom or in management functions. This dissertation generated two products: an article entitled “Training and professional autonomy of nursing teachers in the qualification of higher education in nursing” another called “Satisfaction and autonomy of teaching in a higher education institution in nursing”.