TEACHER'S SOCIAL ROLE AS AN EDUCATIONAL AGENT

Abstract

In this investigation, the theme of the social role of the teacher as an educational agent was addressed in the province of Cuanza-Sul, in the municipality of Cela, at the Escola do Magistério Primário da Cela in Waku-Kungo. Its general objective was to understand the social role of the teacher as an educational agent. In order to reach the objectives proposed in this research, the quantitative methodology was used, which consisted according to Diehl (2004) in the use of quantification, both in the collection and in the treatment of information, using statistical techniques, aiming at results that helped us to avoid possible distortions analysis and interpretation, providing a greater margin of safety for the investigated facts. It was an important methodological procedure because its use helped us to understand the studied phenomenon, giving us efficient data from the results, offering recommendations applicable to a wider population, which served to solve the problem or make decisions. The population was made up of 25 teachers from the respective school and the sample was made up of 24 teachers obtained by the simple random probabilistic sampling technique using an online calculator which corresponds to a 95% confidence interval and a 5% margin of error, i.e. that is, because it is a type of sampling that is based on established statistical criteria. Of the 24 teachers who constituted our sample in this research, all of them are male, aged between 30 and 54 years old. As for marital status, 4 teachers are married and 20 teachers are single. Regarding academic qualifications, 2 teachers are medium technicians, 21 teachers are licensed and 1 teacher is a master. Of the respondents, 83.3% responded that the lack of appreciation of the teacher influences the loss of ethical and moral values in the teacher, 12.5% responded that the lack of motivation has been the factor that directly influences the breach of the teacher's social role; 75% answered that it is the lack of updating of the salary category and 12.5% answered that the underlying factor is the devaluation of the teaching profession.