Autoeficácia em Professores do Ensino Superior

O objetivo deste estudo foi avaliar a percepcao de autoeficacia em professores do Ensino Superior e avaliar as propriedades psicometricas da Escala de Autoeficacia para Professores do Ensino Superior para o contexto brasileiro. Participaram deste estudo 188 professores do Ensino Superior de instituicoes da rede privada de Minas Gerais. Os professores lecionavam nas areas da Educacao Fisica, Nutricao, Ciencias Biologicas, Geografia, Fisioterapia, Medicina, Analise de Sistemas, Enfermagem, Turismo e Pedagogia. A amostra foi composta por 61,5% de professores do sexo masculino. Em relacao a formacao, foi predominante a participacao de professores com especializacao Lato Sensu (52,9%). Todos os professores responderam a Escala de Autoeficacia para Docentes do Ensino Superior-EADES. Os resultados mostraram que a escala esta adequada para a avaliacao da autoeficacia em professores (α=0,92). Em relacao ao quanto os professores se sentem capazes de realizar suas tarefas docentes, foram verificados valores medios entre 5,01 e 5,65, o que representa um alto valor de percepcao de autoeficacia pelos professores. Conclui-se que os principais fatores responsaveis pela autoeficacia dos professores sao a Satisfacao, a Persuasao Social e as Experiencias Pregressas. Estes aspectos fornecem uma importante sugestao sobre as possibilidades de exploracao destes fatores no que diz respeito as futuras aquisicoes, programas de formacao e pesquisas futuras. Palavras-chave: Validacao. Eficacia Docente. Educacao Superior. Abstract The aim of this study was to evaluate the perception of self-efficacy in higher education teachers and to evaluate the psychometric properties of the Self-efficacy Scale for higher education teachers in the Brazilian context. A total of 188 higher education teachers from institutions of the private network of Minas Gerais participated in this study. Teachers taught in the areas of Physical Education, Nutrition, Biological Sciences, Geography, Physiotherapy, Medicine, Systems Analysis, Nursing, Tourism and Pedagogy. The sample consisted of 61.5% male teachers. All teachers answered the Self-Efficacy Scale for Teachers of Higher Education-EADES. Lato Sensu teachers (52.9%), followed by master teachers (34.8%), doctors (9.6%) and graduates (2.7%) predominated. The results showed that the scale is adequate for the evaluation of self-efficacy in teachers (α=0.92). In relation to how much teachers feel capable of performing their teaching tasks, mean values between 5.01 and 5.65 were verified, which represents a high value of self-efficacy perception among teachers. It is concluded that the main factors responsible for teachers' self-efficacy are satisfaction, social persuasion and previous experiences. These aspects provide an important suggestion about the possibilities of exploring these factors with regard to future acquisitions, training programs and future research. Keywords : Validation. Professor Efficacy. University Education.