SciELO - Scientific Electronic Library Online

 
vol.19 número1A biologia educacional nas escolas normais paulistas: uma disciplina da eficiência física e mentalAs possibilidades da actividade pedagógica como tratamento sócio-afectivo da criança hospitalizada índice de autoresíndice de assuntosPesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

  • Não possue artigos similaresSimilares em SciELO

Compartilhar


Revista Portuguesa de Educação

versão impressa ISSN 0871-9187

Rev. Port. de Educação v.19 n.1 Braga  2006

 

Problemas e desafios no exercício da actividade docente:

Um estudo sobre o stresse, "burnout", saúde física e satisfação profissional em professores do 3º ciclo e ensino secundário

 

A. Rui Gomes - Universidade do Minho, Portugal

Maria João Silva, Salomé Mourisco, Susana Silva & Alfredo Mota - Docentes do 3º Ciclo e Ensino Secundário, Portugal

Nuno Montenegro - Instituto Superior da Maia, Portugal

 

 

Resumo

O presente trabalho apresenta dados de um estudo realizado com 127 professores de uma escola secundária do Distrito do Porto, onde se avaliaram vários indicadores relacionados com o trabalho e o bem-estar pessoal (stresse, "burnout", saúde física e satisfação profissional). Os resultados revelaram valores muito significativos de stresse ocupacional (percentagens acima dos 30%), uma prevalência de esgotamento de 13% e vários problemas de saúde física. Também se verificou que as mulheres demonstraram níveis superiores de stresse associados às pressões de tempo e excesso de trabalho, mais queixas relativamente ao trabalho burocrático/administrativo bem como níveis mais elevados de exaustão emocional e problemas físicos, enquanto que os homens evidenciaram uma maior tendência para a despersonalização. Na distinção dos professores em função da experiência profissional, observou-se que os que tinham mais anos de trabalho assumiram mais problemas em lidar com os comportamentos de indisciplina dos alunos, as disparidades nas capacidades apresentadas pelos alunos e o trabalho burocrático/administrativo e excesso de aulas. Finalmente, os professores com mais horas de contacto com os alunos apresentaram menos despersonalização e mais stresse relacionado com a indisciplina dos alunos e o estatuto da carreira docente.

Palavras-chave

Stresse; "Burnout"; Saúde; Satisfação; Professores

 

 

Problems and challenges on teaching activity:

a study on high school teachers' stress, "burnout", physical health and professional fulfilment

Abstract

This work presents the data of a study with 127 teachers of a Secondary School in Porto District, on which different indicators related to work and personal well-being were evaluated (stress, burnout, physical health and professional fulfilment). The results revealed very significant levels of occupational stress (percentages above 30%), 13% burnout prevalence and various physical health problems. Women showed more stress associated with time-limit pressure and amount of work, more complains about clerical work and higher levels of emotional exhaustion and physical problems. As for men, higher tendency for depersonalization was shown. In what concerns professional experience, teachers with more years of practice showed more problems confronting: students' disciplinary issues, students' different capacity levels, clerical work, and excessive amount of classes. Finally, teachers with more hours of contact with students assumed less depersonalization and more stress related to students` indiscipline and to the teachers` career statutes.

Keywords

Stress; Burnout; Physical Health; Satisfaction; Teaching

 

 

Problémes et défis dans l'exercice de l'activité de l'enseignant:

une étude sur le stress, "burnout", santé physique et satisfaction professionnelle des professeurs de l'enseignement secondaire

Résumé

Le présent travail montre des données d'une étude réalisée avec 127 professeurs d'une école secondaire du District du Porto, où ils ont évalués plusieurs indicateurs en rapport avec le travail et le bien être personnel (stress, "burnout", santé physique et satisfaction professionnelle). Les résultats ont révélé des valeurs très significatives du stress occupationnel (pourcentage au-dessus de 30%), une suprématie de l'épuisement de 13% et plusieurs problémes de santé physique. On a aussi vérifié que les femmes ont démontré des niveaux supérieurs de stress associés aux pressions du temps et excès de travail, plus de plaintes relativement au travail bureaucratique/administratif ainsi que des niveaux plus élevés d'exhaustion émotionnelle et problèmes physiques, tandis que les hommes ont mis en évidence une plus grande tendance pour la dépersonnalisation. Dans la distinction des professeurs en fonction de l'expérience professionnelle, on a observé que ceux qui avaient plus d'années de travail ont assumé plus de problèmes en fréquentant des comportements d´indiscipline d`élèves, les disparités dans les capacités présentées par les élèves et le travail bureautique/administratif et excès de cours. Finalement, les professeurs avec plusieurs heures d'interaction avec les élèves on présenté moins dépersonnalisation et plus stress par rapport à l`indiscipline et au niveau a leur carriére universitaire.

Mots-clé

Stress; "Burnout"; SantŽ Physique; Satisfaction; Professeurs

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

Referências

ACKER, Sandra (1989). Teachers, Gender and Careers. London: Taylor & Francis.        [ Links ]

ACKER, Sandra (1992). Creating careers: Women teachers at work. Curriculum Inquiry, 22, pp. 141-163.

ARONSSON, Gunnar; SVENSSON, Lennart & GUSTAFSSON, Klas (2003). Unwinding, recuperation, and health among compulsory school and high school teachers in Sweden. International Journal of Stress Management, 10, pp. 217-234.

BEN-ARI, Rachel; KROLE, Ronit & HAR-EVE, Dov (2003). Differential effects of simple frontal versus complex teaching strategy on teachers stress, burnout, and satisfaction. International Journal of Stress Management, 10, pp. 173-195.

BIKLEN, Sari K. (1995). School Work: Gender and the Cultural Construction of Teaching. Albany: State University of New York Press.

BLASE, Joe J. (1986). A qualitative analysis of sources of teachers' stress: Consequen-ces for performance. American Educational Research Journal, 23, pp. 13-40.

BOICE, Robert & MYERS, Patricia E. (1987). Which setting is healthier and happier, academe or private practice? Professional Psychology: Research and Practice, 18, pp. 526-529.

BRENNER, Sten-Olof & BARTELL, Riva (1984). The teacher stress process: A cross-cultural analysis. Journal of Occupational Behavior, 5, pp. 183-195.

BRISSIE, Jane S. HOOVER-DEMPSEY, Kathleen V. & BASSLER, O. C. (1998). Individual situational contributors to teacher burnout. Journal of Educational Research, 82, pp. 106-112.

BURKE, Ronald & GREENGLASS, Esther (1995). A longitudinal study of psychological burnout in teachers. Human Relations, 48, pp. 187-202.

CARDOSO, Rui; ARAÚJO, Anabela; RAMOS, Rute; GONÇALVES, Guilherme & RAMOS, Marco (2002). O Stress nos Professores Portugueses: Estudo IPSSO 2000. Porto: Porto Editora.

CHANDLER, Lynette K.; DAHLQUIST, Carolyn M.; REPP, Alan C. & FELTZ, Carol (1999). The effects of team-based functional assessment on the behavior of students in classroom settings. Exceptional Children, 66, pp. 101-122.

CINAMON, R. Gali & RICH, Yisrael (2005). Work-family conflict among female teachers. Teaching and Teacher Education, 21, pp. 365-378.

CLAESSON, Margereta & BRICE, Richard (1989). Teachers/mothers: Effects of a dual role. American Educational Research Journal, 26, pp. 1-23.

COOLEY, Elizabeth & YAVANOFF, Paul (1996). Supporting professionals-at-risk: Evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62, pp. 336-355.

COOPER, Cary & PAYNE, Roy (1990). Causes, Coping and Consequences of Stress at Work. New York: Wiley.

COOPER, Cary; SLOAN, Stephen & WILLIAMS, Stephen (1988). Occupational Stress Indicator: Management Guide. Windsor: NFER-NELSON.

CRUZ, José (1990). Stress e Ansiedade no Processo de Ensino e Aprendizagem. Braga: Universidade do Minho.

CRUZ, José & FREITAS, Mário (1988). Prevalência e fontes de stress nos professores: Um estudo comparativo. Comunicação apresentada na "First International Conference on Counselling Psychology and Human Development". Porto Portugal, Junho.

CRUZ, José & MELO, Bárbara (1996). Stress e "burnout" nos psicólogos: Desenvolvimento e características psicométricas de instrumentos de avaliação. Relatório de investigação não publicado. Braga: Universidade do Minho.

CRUZ, José & MESQUITA, Artur (1988). Incidence and sources of stress in teaching. Comunicação apresentada na "13th Conference of the Association for Teacher Education in Europe". Barcelona, Espanha, Setembro.

CUNHA, Rita; COOPER, Cary; MOURA, M. Isabel; REIS, M. Emília & FERNANDES, Paula (1992). Portuguese version of the OSI: A study of reliability and validity. Stress Medicine, 8, pp. 247-251.

CUNNINGGHAM, William G. (1982). Teacher burnout: Stylish fad or profound problem. Planning and Changing, 12, pp. 219-244.

FARBER, Barry A. & MILLER, Julie (1981). Teacher burnout: A psycho educational perspective. Teachers College Record, 83, pp. 235-243.

FRIEDMAN, Isaac (1991). High-and low-burnout schools: School culture aspects to teacher burnout. Journal of Educational Research, 84, pp. 325-333.

FRONE, Michael R.; YARDLEY, John K. & MARKEL, Karen S. (1997). Developing and testing an integrative model of the work family interface. Journal of Vocational Behavior, 50, pp. 145-167.

GOMES, A. Rui (1998). Stress e "burnout" nos profissionais de Psicologia. Braga: Universidade do Minho.

HUBERMAN, Mark (1993). Steps toward a developmental model of teaching career. In L. Kremer-Hayton H. Vonk & R. Fessler (Eds.), Teacher Professional Development: A Multiple Perspective Approach. Amsterdam: Swets & Zeitlinger.

JESUS, Saul (2002). Perspectivas para o Bem-estar Docente: Uma Lição de Síntese. Porto Edições ASA.

JESUS, Saul & CONBOY, Joseph (2001). A stress management course to prevent teacher distress. The International Journal of Educational Management, 15/3, pp. 131-137.

KYRIACOU, Chris (1987). Teacher stress and burnout: An international review. Educational Research, 29, pp. 146-152.

KYRIACOU, Chris & SUTCLIFFE, James (1978). Teacher stress: Prevalence, sources and symptoms. British Journal of Educational Psychology, 48, pp. 159-167.

LEVI, Lennart (1990). Occupational stress: Spice of life or kiss of death? American Psychologist, 45, pp. 1142-1145.

MASLACH, Christina & JACKSON, Susan (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, pp. 99-113.

MASLACH, Christina & JACKSON, Susan (1986). Maslach Burnout Inventory Manual (2nd Ed.), Palo Alto, Ca: Consulting Psychologists Press.

MELO, Bárbara; GOMES, A. Rui & CRUZ, José (1997). Stress ocupacional em profissionais da saúde e do ensino. Psicologia: Teoria, Investigação e Prática, 2, pp. 53-71.

PETERSON, Kenneth D. (1990). Assistance and assessment of beginning teachers. In J. Millman & L. Darling-Hammond (Eds.), The New Handbook of Teachers Evaluation: Assessing Elementary and Secondary School Teaching. Newbury Park, CA: Sage.

PINES, Ayla & ARONSON, Elliot (1988). Career burnout: Causes and cures. New York: Free Press.

PINTO, Alexandra M. (2000). Burnout profissional em professores portugueses: Representações sociais, incidência e preditores. Tese de Doutoramento. Faculdade de Psicologia e Ciências da Educação, Universidade de Lisboa.

PULLIS, Michael (1992). An analysis of the occupational stress of teachers of the behaviorally disordered: Sources, effects, and strategies for coping. Behavioral Disorders, 17, pp. 191-201.

RODOLFA, Emil R. & KRAFT, Williams A. (1988). Stressors of professionals and trainees at APA-approved counselling and VA medical center internship sites. Professional Psychology: Research and Practice, 19, pp. 43-49.

ROYER, Égide (2003). What Galileo knew: School violence, research, effective practices and teacher training. Journal of Educational Administration, 41, pp. 640-649.

RUSSELL, Daniel W.; ALTMAIER, Elizabeth & VAN VELZEN, Dawn (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72, pp. 269-274.

SAUTER, Steven & MURPHY, Lawence (1995), Organizational risk factors for job stress. Washington, DC: American Psychological Association.

SKIBA, Russell J. & PETERSON, Reece L. (2000). School discipline at a crossroad: From zero tolerance to early response. Exceptional Children, 66, pp. 335-347.

STEEL, Lindsay (2001). Staff support through supervision. Emotional & Behavioural Difficulties, 6, pp. 91-101.

SUTTON, Robert I. (1984). Job stress among primary and secondary schoolteachers. Work and Occupations, 11, pp. 7-28.

THOMAS, Kenneth & O'BRIEN, Rebecca (1984). Occupational status and prestige: Perceptions of business, education, and law students. Vocational Guidance Quarterly, 33, pp. 70-75.

THORESEN, Richard W.; MILLER, Marinell & KRAUSKOPF, Charles J. (1989). The distressed psychologist: Prevalence and treatment considerations. Professional Psychology: Research and Practice, 20, pp. 153-158.

TRUCH, Steve (1980). Teachers Burnout. Novato, CA: Academic Therapy Press Publications.

WILLIAMS, Stephen (1995). Managing Pressure for Peak Performance. London: Kegan Paul International.

YEE, Shirley (1990). Career in the Classroom: When Teaching is More than a Job. New York: Teachers College Press.

YSSELDYKE, James E.; ALGOZZINE, Bob & THURLOW, Martha L. (1992). Critical Issues in Special Education. Boston, MA: Houghton Mifflin.

 

Recebido em Setembro/2005

Aceite para publicação em Junho/2006