TITLE:
Perception of Institutional Wellbeing
AUTHORS:
Karina Pacheco Dohms, Claus Dieter Stobäus
KEYWORDS:
Wellbeing, Perception of Wellbeing, Institutional Wellbeing, Basic Education
JOURNAL NAME:
Creative Education,
Vol.8 No.10,
August
7,
2017
ABSTRACT: Based on the results of Dohms Thesis, which dealt with Institutional Welfare
in a Brazilian Basic Education Marist Institution, and discussions with its advisor,
this article presents data of the qualitative approach, contemplating two
specific objectives: 1) Verify perceptions of teachers, students, managers and
employees about the Institution of which they are part; and 2) Monitor the
implementation of the National Curricular Matrix in this school and the development
of actions from Strategic Planning, recording the observations as
field diary notes, at the same time being a researcher who is available to the
develop of didactic activities, trying to describe the perception of these participants
where they work and study, regarding the institutional well-being and
aspects addressed in the interventions carried out, in order to reflect and contribute
to their well-being. A total of 220 participants collaborated in the
study, answering the questions with open answer of the Institutional Welfare
Questionnaire, complemented with the Field diary notes. To analyze the data
and the content analysis technique of Bardin. The theoretical framework is
based on Esteve, Jesus, Dohms, Mendes and Stobaus & Mosquera. Based on
the participants’ answers, they were five categories: a) Definition of Welfare,
b) Aspects that generate Welfare, c) Actions for Welfare, d) Perception of relationships
in the Institution, and e) Promotion of well-being. This shows that
respondents and observers, in general, perceive well-being as health and relate
it to belonging (spirit of family), possibility of dialogue and positive personal
relationships. More positive evaluation that the person performs of itself, better
is the evaluation that he/she performs of the Institution. That is, better levels
of Subjective Wellbeing also reflect in better and more positive degrees of
Institutional Wellbeing. We conclude that in this institution the participants
cry out for appreciation and recognition, and understand that the family spirit,
coexistence and interpersonal relationships promote more their wellbeing,
being group spirit and teamwork primordial. They also point out aspects related
to education, improvement and continuous education as necessary to
promote and maintain the wellbeing in their educational institution.