Percepção de qualidade de vida no trabalho de professores do curso de graduação em Ciências Contábeis do estado de Minas Gerais

Abstract

This study aimed to identify the perception of quality of life at work of teachers of undergraduate courses in Accounting in the state of Minas Gerais, according to professional development cycles. The literature review addressed the Professional Development Cycle (CDP), its main models and empirical studies, as well as a historical, conceptual propositions and the main models of Quality of Life at Work (QWL). Huberman's model (1989; 2000) was used as a theoretical basis to treat the CDP phases and Walton's model (1973) when addressing the conceptual categories of QWL. To meet the objectives, the methodological approach consisted of a quantitative research, using a multiple linear regression model, and a survey strategy. The sample analyzed was 236 professors of the undergraduate course in Accounting in the state of Minas Gerais, who answered the data collection instrument, available online. The instrument used in the data collection was a questionnaire, whose first part aimed to make a survey of the teachers' sociodemographic data, in order to characterize the sample and describe a profile of teachers of the undergraduate course in Accounting, by CDP phase. , which made up the sample, and the second part refers to the Quality of Life Assessment Scale Perceived by Physical Education Teachers (QVT-PEF). The questionnaire was prepared by Petroski (2005) and later used in research such as Both et al., (2006), Lemos, Nascimento and Borgatto (2007) and Lemos (2007). Through the QVT-PEF it was possible to evaluate the perception of quality of life at work of teachers of the undergraduate course in Accounting, classifying them as dissatisfied, undecided and satisfied, and points 1, 2 and 3 of the scale measure negative aspects. and points 5, 6 and 7 of the scale the positive aspects. For the scale used, a Cronbach's alpha of 0.9388 was detected. As main results it was evidenced that most teachers are satisfied about the quality of life at work. When considering the professional development cycles, it was observed that most teachers, at all stages, consider themselves satisfied with their level of quality of life at work. It was found the presence of dissatisfied teachers only in the entrance phases, 1 teacher, stabilization, 5 teachers and diversification, 19 teachers. There was a higher entry in the academic career in accounting of male and older teachers. By estimating the multiple linear regression model, the variables gender, administrative category, weekly workload at the institution and the phases of entry and serenity were detected with a statistically significant association in the variable quality of life at work. It can be concluded that female teachers are more dissatisfied with their quality of life at work. Satisfaction is highest among teachers who teach in private institutions and who work for 40 hours a week in institutions. As well as it was found that teachers belonging to the stages of entry and serenity of the CDP have greater perception of satisfaction regarding their quality of life at work. These results imply that, although satisfied, aspects such as the distinction of satisfaction regarding gender should be observed with more caution. As well as, the relationship between work and total living space should be better controlled by early career teachers.