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versão impressa ISSN 0102-4698versão On-line ISSN 1982-6621

Resumo

DOURADO, Pérola Cavalcante et al. INDIVIDUAL LEARNING, ORGANIZATIONAL SUPPORT AND PERCEIVED TEACHING PERFORMANCE: A STUDY WITH UNIVERSITY TEACHERS. Educ. rev. [online]. 2018, vol.34, e178191.  Epub 01-Mar-2018. ISSN 0102-4698.  http://dx.doi.org/10.1590/0102-4698178191.

This article analyzes university teachers’ perception about competences’ learning processes and their perceived performance, as well as the moderating role exercised by organizational support in the relationship between individual learning and perceived teaching performance. To explore the relationship among competency learning, support and job performance, a survey was carried out with 275 teachers from a federal university in the northeast of Brazil, that replied to the perception inventory of competency learning, transference support and teacher performance (ASOD). By analyzing the replies, it was confirmed that teacher learning in teaching, research, extension and management activities is the best predictor of performance perception. No evidence was found that the support moderates the relationship between teacher learning and perceived performance in the four activities.

Palavras-chave : Individual learning; Organizational support; Teaching performance..

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