Um estudo de caso sobre a qualidade de vida no trabalho de professores de uma instituição pública no Amapá

Abstract

This study analyzed teachers' perception of quality of work life (QWL) in a public institution in the state of Amapá, using as a basis the eight theoretical dimensions proposed by Walton (1973). Under the hypothesis that working conditions directly affect teacher well-being, a structured questionnaire was developed, applied digitally to 23 of 62 possible respondents. The research also used the Likert scale, which measures perceptions, opinions and levels of satisfaction. The results showed high levels of contentment in dimensions such as skills improvement and social relevance, highlighting positive aspects of the work environment. However, significant dissatisfactions emerged regarding remuneration and work-life balance. The majority of respondents have been at the institution for less than a year, which may influence some perceptions due to inexperience. Furthermore, recent strikes may have been a determining factor in the lack of greater adherence to the questionnaire. The quantitative approach of the study allowed not only to map the factors that positively or negatively impact QWL, but also to propose concrete measures to improve these conditions. Suggestions include actions aimed at increasing salaries, promoting balance between work and personal life and creating a more inclusive and collaborative environment. Additionally, the research highlighted the importance of more equitable institutional policies, which include both younger and more experienced teachers. Such policies can act as essential tools to improve teachers' professional satisfaction and quality of life, contributing to a healthier and more productive educational environment. In short, the study reinforces the need for continuous investment in strategies that promote the well-being of teachers, consolidating the relevance of QWL in the educational context.