Educational well-being, innovation and ICTs in Portugal: adaptation of a questionnaire
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Abstract
Scientific literature has been shown several times the relation between the educational innovation linked to ICTs and the auto-perceived teaching well-being. This aspect wins a great importance during school change and improvement processes with the teachers’ active participation. In the Spanish context, the Teaching Well-being Questionnaire is used with frequency, although it does not occur in the Portuguese framework. For this reason, the main aim of this study is to adapt the mentioned questionnaire to Portuguese language and context, wanting to analyze the situation of the neighboring country. The research proceeded with a descriptive and quantitative study through a questionnaire, with a sample (n = 273) composed by Portuguese teachers of first, second and third cycle. The results show explained variances, communalities, correlations, factorial weights and alphas with significant acceptance, as well as a positive expert judge.
In conclusion, as original version of the questionnaire in Spanish language, there are clearly seven principal factors (motivations, emotions, skills, personal satisfaction, satisfaction towards the professional context, projects/values and school identity) that determine the teaching well-being in innovation processes with ICTs, and they can be assesses through a valid and reliable questionnaire adapted to the Portuguese context.
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