Trabalho docente no ensino superior privado : análise das condições de trabalho e qualidade de vida no trabalho

Abstract

The objective of this thesis was to analyze working conditions as an indicator of quality of life for teachers in Private Institutions in Higher Education, based on the context these professionals experience. Initially, I presented a critical analysis of Quality of Life at Work models and the proposal of a theoretical model, based on the assumptions of psychosociology. In the empirical and field research, I chose to use the combination of data collection and analysis techniques in two stages: the first one consisting in the application of a survey with the Working Conditions Questionnaire (QCT) by Borges et. al (2021). In the second stage, I interviewed private higher education professors with the aim of describing and analyzing the working conditions, identifying the elements of precariousness, as well as how they shape the quality of life of the professors. The results showed, according to the factors of working conditions that teachers tend to perceive in the factor Demand, Contradiction and Working Conditions, contradictorily, a respect for their limitations at the same time that they perceive they are more demanded. For the Communication, Challenges and Participation Factor, they perceive a high degree in the level of Computerization, being recruited all the time in emails and applications. In the Support and Planning Factor, they tend to perceive that the teaching work is guided by management by objectives, followed by a high degree of standardization, yet the results of this factor demonstrate low support and protection from managers. At the same time, the results of the interviews were able to describe that the demands presented to these workers describe new responsibilities that go beyond their academic responsibilities, making them responsible for administrative and marketing obligations of the institutions. Finally, I applied a cluster analysis to identify how the sample (N=460) was grouped taking into account social inclusion variables. The groups were organized into Novice Specialist teachers, Novice Doctors, Intermediate Masters, Veteran Masters and Veteran Doctors. According to the working conditions factors among all groups, Novice Doctors were the most sensitive to working conditions and Novice Specialists were the least sensitive. Finally, I was able to conclude that studying QWL through working conditions shows that QWL does not depend only on workers and that this phenomenon can be observed collectively taking into account the subjects and their relationships, organizations and their objectives and social and economic policies administered by the state.