Múltiplos comprometimentos entre professores universitários em Moçambique: analisando o poder preditivo do capital psicológico positivo

Abstract

This thesis forms part of Organizational and Work Psychology (OWP) in the context of Higher Education (HE), due to the complexity of the specific activities performed by lecturers: teaching, research, extension and management of the university itself in different levels, placing demands on dedication. Therefore, the relevance of studying the different forms of teacher attachment, having as a starting point the assumption that behavior should not be explained exclusively on the basis of personal and occupational variables (Bastos, 1993). To this end, the Positive Psychological Capital (PsyCap) variable was introduced as a novelty. A second-order personal variable, involving other constructs: hope, self-efficacy, optimism and resilience (Luthans, 2004), apparently little studied in its relationship with the multiple commitments to teaching actions, and this may expand its understanding on how this set of personal characteristics impact on the way lectures articulate their commitments, contributing to the advancement of the study initially carried out by (Pereira, 2019). Therefore, this thesis aimed to develop and test a model of relationships between PsyCap and Commitment to Teaching Actions (CTA), and with its employing organization. This is a cross-sectional, correlational and quantitative study, in which 252 lecturers from Mozambican Higher Education Institutions (MHEI) participated, who voluntarily agreed, through acceptance of the Informed Consent Term (ICT), respecting their interest and availability in accessing the Survey Monkey and answering the questionnaire online, between January and December 2021. The sample was 57% men and 43 % women, with an average age situated at 40 (SD=8.3), ranging between 26-70 years. The following were used: (1) Positive Psychological Capital Questionnaire, in reduced form (PCQ-12) constructed and validated by Luthans, Youssef-Morgan & Avolio (2007) and validated by Viseu et. al. (2012) for Portugal; (2) Organizational Commitment Measure (OCM–7), validated by Bastos & Aguiar (2015), in the short version, for the Brazilian context; and (3) Scale of Commitment to Teaching Actions (CTAE–7), built and validated by Pereira (2019) also for the Brazilian context. Data were processed using the JASP 0.16.3.0 software, through various analyses: descriptive, to find the mean scores of the constructs; Confirmatory Factor Analysis (CFA) to assess the plausibility of the factor structure of the instruments; correlation calculations, to assess associations between measurement factors; Cluster Analysis, to group participants according to their profiles; one-way analysis of variance (ANOVA-One-way to evaluating differences in the levels of the study constructs. Simple and moderate linear regression analyzes were used to test the theorical model proposed for the thesis. The findings showed that PsyCap proved to be a significant predictor of CTA, explaining 24,7%; survey 21.2%; extension 17.1%; and small-scale management 9.4%, suggesting that PsyCap levels moderately predict CTA. They also explain that the CO exercises a moderating power in the relationship of PsyCap over CAD. It is important that future studies insert other constructs of the COP field as predictor variables of CAD e.g., subjective well-being that have been one of the concepts related to PsyCap and influenced by CO in research on the teaching profession.