SCHOOL EDUCATION CRISIS AND TEACHERS' PERCEPTIONS ON THEIR WORK: PROFESSIONAL IDENTITY AND SCHOOL CLIMATE ANALYSIS

This paper presents some results from the project entitled "Learning and School Climate: Innovative Devices to Educational Achievement," which aimed essentially at producing knowledge in two nuclear domains of forms of life inside the school: the learnings and the school climates. The project also intended to understand the specificity of the educational and relational processes related to these domains, which was experienced at different schools associated to the Observatory on School Life (OBVIE), part of the Educational Research and Intervention Center (CIIE) and the Faculty of Psychology and Sciences of Education of Porto University (FPCEUP). This article focuses on the school's climate dimension in its relation to teachers' work. It presents and discusses results from a questionnaire concerning teachers' perception of their professional school activities, and the educational sense teachers make of them. It highlights the questioning about teachers' professional worries, which are behind the realization of these activities. Results were discussed from a perspective framed by school crisis and teachers' identity. The main findings show that teachers have their professional identity primarily established by both: their pedagogical relation with students and the instrumental action at school

Teacher's work; School climate; School education crisis; Professional identity.