Risco psicossocial no trabalho e vínculo com a carreira docente: um estudo entre professores do ensino secundário e das escolas públicas em Cabo Verde

Abstract

The appearance of emerging risks, from which the psycho-social risks at work, have led to the growing preoccupation of general society and organizations. Its emphasized visibility is due to worldwide chained events by the International Job Organization, which focuses on preventing the psycho-social risks at work and how the workers conceive, organize, and handle the job. It is also important to mention the connection between the career and its effect on how the individual will relate to his work. The approach to psycho-social risk stresses the existence of various factors that can make converging or even antagonistic demands. The present thesis proposes testing the relationship between the psycho-social risk exposure at work and the bond development with the career mentioned earlier (commitment and entrenchment) of the high-school and public-school teachers in Cape Verde. This study has also integrated the effect of the choice and phase of the career in that relationship. It is a study about a transverse, correlational, and quantities’ cut based on various instruments containing diverse questionnaires to assess the different variables of re-search, using validated scales to measure the psycho-social risk (COPSOQ), the bond scale with the teaching career, scale of choice of profession, besides the socio-demographic characterization. The collected sample was 222 public and high-school teachers from the island of Santiago. It was possible to establish the bond's profile with those teachers’ careers and evaluate the relationship between the establishment of that bond and the exposure of said teachers to the psycho-social risk with the job. The results demonstrate, overall, that exposure to psycho-social does not affect the function of the subjects under the study. Among the subscales of the COPSOQ, cognitive demand appears as the greater risk of exposure, whereas offensive behavior is the most signifi-cant risk protector. Not only that, but the results also reveal no meaningful relationship between the socio-demographic and occupational variables and the psycho-social risk exposures among those teachers. Generally, it is possible to observe that the professors are committed to their re-spective careers. Finally, the study reveals that phase and career choice variables do not predict the relationship between psycho-social risk and the bond with the subject's employment under study. In this context, this job strives to improve the quality of the relationship between the teacher and his profession, the educational organization, and his career. The results of this work envisage new studies that amplify their generalization and develop more theoretic models to ana-lyze the relationship between the psycho-social risk at work and the bond with the careers of pro-fessionals in Cape Verde.