Neto Lúcio Barbosa, Christofoletti Gustavo, de Alencar Gildiney Penaves, Burke Thomaz Nogueira
Secretaria Municipal de Educação, Campo Grande, Brazil.
Graduate Program in Movement Sciences, Allied Health Institute, Federal University of Mato Grossodo Sul, Campo Grande, Brazil.
Work. 2024;78(1):45-53. doi: 10.3233/WOR-220187.
School performance encompasses several forms of representation, and this has been identified as stressing factors with negative repercussions on teachers' health. In 2020 this scenario was affected by the COVID-19 pandemic, with yet unknown consequences on teachers' health. Our hypothesis is that the disease affected both the quality of life and work ability of teachers.
To identify the association between burnout syndrome, work ability, quality of life and physical activity in basic education teachers during the COVID-19 pandemic in the city of Campo Grande, Brazil.
Data collection took place from April 2020 to April 2021 through an online form linked to Google Forms. Quality of life was measured using the WHOQOL-bref, Work Ability through Work Ability Index (WAI) and burnout syndrome aspects through MBI-HSS. The association between variables was assessed by Pearson's correlation test with p < 0,05.
Teachers self-rated their quality of life positively (good/very good = 55.9%), showed good (43,1%) or very good (27,7%) work ability, and had low emotional fatigue (41.6%), low depersonalization (75.7%) and high personal fulfillment (58.4%). The highest correlations indicate that the greater the emotional fatigue, the lower the WAI (r = - 0.60); and the higher the WAI, the higher the quality of life (all p < 0,05).
The associations indicate that those teachers who showed greater emotional fatigue showed less ability to work. In addition, a negative association between emotional fatigue and physical, social and environmental domain of quality of life was also expressed, which may be relevant to the work environment.
学校表现包含多种形式的呈现，这已被认定为对教师健康产生负面影响的压力因素。2020年，这一情况受到新冠疫情的影响，对教师健康的后果尚不明朗。我们的假设是，该疾病影响了教师的生活质量和工作能力。
确定巴西大坎普市新冠疫情期间基础教育教师的职业倦怠综合征、工作能力、生活质量和体育活动之间的关联。
2020年4月至2021年4月通过与谷歌表单链接的在线表单进行数据收集。使用世界卫生组织生活质量简表（WHOQOL-bref）测量生活质量，通过工作能力指数（WAI）评估工作能力，通过马氏职业倦怠量表-教育版（MBI-HSS）评估职业倦怠综合征的各个方面。通过Pearson相关检验评估变量之间的关联，p<0.05。
教师对自己生活质量的自评较为积极（良好/非常好=55.9%），工作能力良好（43.1%）或非常好（27.7%），情绪耗竭程度低（41.6%），去个性化程度低（75.7%），个人成就感高（58.4%）。最高的相关性表明，情绪耗竭程度越高，工作能力指数越低（r=-0.60）；工作能力指数越高，生活质量越高（所有p<0.05）。
这些关联表明，情绪耗竭程度较高的教师工作能力较低。此外，情绪耗竭与生活质量的身体、社会和环境领域之间也存在负相关，这可能与工作环境有关。
