Motivação de professores e conflito trabalho-família: percepções de professores da Fil-Am
Resumo
Este estudo foi realizado para investigar a relação entre a motivação e o conflito trabalho-família (WFC) vivenciado. A amostra consistiu de 105 professores filipino-americanos K-12 em Maryland, EUA. Os dados utilizados na pesquisa foram coletados eletronicamente por meio de uma Escala de Motivação e uma Escala de Conflito Trabalho-Família. Os resultados da escala de Motivação apresentaram média geral de 6,15 (DP = 0,75) com descrição qualitativa de concordo. Especificamente sobre fatores motivadores ou fatores que são de natureza intrínseca, os entrevistados postaram uma média combinada de 6,30 (DP = 0,63) com uma descrição qualitativa de concordo fortemente, enquanto nos fatores de higiene ou manutenção, os entrevistados tiveram uma média combinada de 5,99 (DP = 0,75 ) com uma descrição qualitativa de concordância, os entrevistados da Escala de Conflito Trabalho-Família revelaram que, em geral, os professores registraram uma pontuação média de 2,42 (DP = 1,15) de 5 possíveis. Os professores concordam moderadamente que experimentaram trabalho baseado em tempo e tensão interferência com a família (WIF) e interferência da família com base no trabalho (FIW). Eles postaram a resposta discordando que experimentaram FIW baseado em tempo e tensão, bem como qualquer uma das duas interferências baseadas em comportamento (WIF e FIW). A análise de correlação usando Pearson r mostrou que havia uma relação negativa altamente significativa entre fatores de higiene e WIF baseado em tensão, bem como entre fatores de higiene e WIF baseado em comportamento. Houve também uma relação negativa entre fatores de higiene e FIW baseado em comportamento. Isso significa que, à medida que as necessidades de manutenção estão sendo atendidas (ou seja, salários, condições de trabalho favoráveis, etc.), os professores se sentem mais energizados quando fazem a transição das funções de trabalho para as funções familiares. Além disso, atender a essas necessidades incentiva os professores a cumprir as expectativas de comportamento, portanto, a intrusão de outros papéis. Não houve relação entre os fatores motivadores e todas as seis categorias do WFC. Da mesma forma, entre fatores de higiene e interferências baseadas em tempo (WIF e FIW), bem como entre fatores de higiene e FIW baseado em tensão.
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