Ribeiro Beatriz Maria Dos Santos Santiago, Martins Júlia Trevisan, Dalri Rita de Cassia de Marchi Barcellos
Departamento de Enfermagem, Universidade Estadual de Londrina - Londrina (PR), Brazil.
Escola de Enfermagem, Universidade de São Paulo - Ribeirão Preto (SP), Brazil.
Rev Bras Med Trab. 2021 Feb 11;18(3):337-342. doi: 10.47626/1679-4435-2020-519.
Burnout syndrome is a form of professional exhaustion to which teachers are particularly vulnerable.
To investigate the association between burnout syndrome and occupational factors in primary and secondary school teachers in Brazil.
A quantitative study of 200 teachers was conducted using a demographic and occupational questionnaire as well as the Maslach Burnout Inventory to investigate burnout syndrome. Data were analyzed using descriptive statistics and Mann-Whitney U tests.
Significant differences were observed in the burnout scores of teachers with different lengths of service in their current schools, as well as those with different lengths of teaching experience. Burnout syndrome scores also varied significantly between teachers with different types of work contracts and weekly workloads. No associations were observed between burnout scores and type of work shift, perceived professional recognition or teaching level.
The present study identified significant associations between indicators of burnout syndrome and occupational factors such as length of employment in a given institution, length of teaching experience, type of work contract, hours worked and working at multiple institutions. These results underscore the vulnerability of teachers to burnout syndrome. Our findings also highlight the need to plan and implement initiatives to prevent burnout and maximize quality of life at work, with a special focus on the mental health of teachers.
职业倦怠综合征是一种职业耗竭形式，教师尤其容易受到影响。
调查巴西中小学教师职业倦怠综合征与职业因素之间的关联。
对200名教师进行了一项定量研究，使用人口统计学和职业问卷以及马氏职业倦怠量表来调查职业倦怠综合征。使用描述性统计和曼-惠特尼U检验对数据进行分析。
在目前学校任职年限不同以及教学经验时长不同的教师的职业倦怠得分上观察到显著差异。职业倦怠综合征得分在工作合同类型和每周工作量不同的教师之间也有显著差异。在职业倦怠得分与轮班类型、感知到的职业认可度或教学水平之间未观察到关联。
本研究确定了职业倦怠综合征指标与职业因素之间的显著关联，如在特定机构的工作年限长度、教学经验时长、工作合同类型、工作时长以及在多个机构工作。这些结果强调了教师易患职业倦怠综合征。我们的研究结果还突出了规划和实施预防职业倦怠及最大化工作生活质量举措的必要性，特别关注教师的心理健康。
