<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022009000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vulnerabilidade ao stress, estratégias de coping e autoeficácia em professores portugueses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pocinho]]></surname>
<given-names><![CDATA[Margarida]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capelo]]></surname>
<given-names><![CDATA[Maria Regina]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade da Madeira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,Secretaria Regional da Educação e Cultura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2009</year>
</pub-date>
<volume>35</volume>
<numero>02</numero>
<fpage>351</fpage>
<lpage>367</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022009000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022009000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022009000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, apresentamos uma investigação realizada com professores, no qual se procura determinar a vulnerabilidade ao stress; identificar as principais fontes de stress; estabelecer as principais estratégias de coping; analisar se as estratégias deste condicionam a presença de stress laboral; e reconhecer se a autoeficácia percebida é preditora desse tipo de stress. Trata-se duma investigação por questionário, do tipo correlacional, e a amostra é constituída por 54 professores do Ensino Básico público português. As respostas ao Questionário sociodemográfico e profissional; ao Questionário de Vulnerabilidade ao Stress - 23QVS (Serra, 2000); ao Questionário de Stress nos Professores - QSP (Gomes et al., 2006; Gomes, 2007); ao Coping Job Scale - CJS de Latack (adaptação de Jesus & Pereira, 1994); e à Escala de Avaliação de Autoeficácia Geral (Ribeiro, 1995) revelam que 20,4% dos docentes são vulneráveis ao stress; os comportamentos inadequados/indisciplina dos alunos são as principais fontes de stress; as estratégias de controlo são as mais utilizadas pelos participantes para enfrentar o stress, seguidas das de escape e das de gestão de sintomas. Os professores não vulneráveis ao stress utilizam principalmente estratégias de controlo e apresentam níveis mais elevados de eficácia perante a adversidade, bem como de iniciativa e persistência em relação aos professores vulneráveis ao stress.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this work we present a research carried out on teachers to determine their vulnerability to stress, to identify the main sources of stress, to recognize teachers' main coping strategies, to analyze whether such strategies condition the presence of stress at work, and to establish whether the self-efficiency perceived can be used to predict work stress. This is a correlational questionnaire-based research performed on a 54-teacher sample from Portugal's public basic education schools. The answers to the Social, Demographic and Professional Questionnaire, to the Stress Vulnerability Questionnaire - 23QVS (Serra, 2000), to the Teacher Stress Questionnaire - QSP (Gomes et al., 2006; Gomes, 2007), to the Coping Job Scale - CJS (Latack, adapted by Jesus and Pereira, 1994) and to the General Self-efficiency Assessment Scale (Ribeiro, 1995) reveal that 20.4% of teachers are vulnerable to stress. The study shows that the main stress sources are found in students' lack of discipline or improper behaviour, and that control strategies are the most common to deal with stress, followed by escape strategies and symptom management. Teachers not vulnerable to stress use mainly control strategies and they display higher efficiency levels under adversity, as well as more initiative and perseverance than the teachers that are vulnerable to stress.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Stress]]></kwd>
<kwd lng="pt"><![CDATA[Coping]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Coping]]></kwd>
<kwd lng="en"><![CDATA[Self-Efficiency]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Vulnerabilidade ao stress, estrat&eacute;gias de coping e  autoefic&aacute;cia em professores portugueses.</h2> <h3>Vulnerability to  stress, coping strategies and self-efficiency among Portuguese teachers.</h3>     <p>&nbsp;</p> <h4>Margarida Pocinho, Maria Regina Capelo    <br> </h4> </font>      ]]></body><back>
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