Escala de engajamento de professores na escola (EEProf- Escola): construção e evidências de validade

Abstract

The thesis aimed to develop and gather validity evidence for the School Teacher Engagement Scale (STES), based on Self-Determination Theory (SDT) and geared towards the specificities of teaching in Basic Education. To this end, four complementary chapters were developed: the first being an integrative review, the second a conceptual analysis of engagement and SDT, The third chapter addresses the theoretical construction of the scale items, and the fourth chapter covers the development of the scale, which was divided into four studies. The integrative literature review revealed gaps in the field, while the conceptual analysis supported engagement as a multidimensional phenomenon. The construction of the items followed the deductive method. The final version of the scale consisted of 30 items distributed across four dimensions (behavioral, cognitive, emotional, and agent). Empirical studies indicated adequate evidence of content vality, internal structure, and coherent relationships with related constructs, including positive correlations with work engagement and negative correlations with burnout. Regarding discriminant validity evidence, the results indicated weak correlations with controlling motivational styles and teacher effectiveness. In summary, the EEProf constitutes an instrument with good evidence of validity and reliability.