Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Sociais e Humanas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia
|
Departamento: |
Psicologia
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/25172 |
Resumo: | Emergency Remote Teaching, adopted to enable the continuity of educational activities in the face of measures to combat the spread of the COVID-19 virus, caused a series of changes in the characteristics of teaching, due to the imposition of telework. This scenario contributed to the worsening of the mental health conditions of teachers, who constitute one of the professional categories most affected by occupational diseases. Therefore, this study aimed to evaluate the relationship between the characteristics of telework and Burnout syndrome in elementary school teachers in the State of Rio Grande do Sul during the COVID-19 pandemic. For that, three studies were carried out. In study 1, the method adopted was the narrative review of literature, through the construction of a theoretical-analytical framework, publications on the structural aspects of teaching in basic education, considering sociohistorical, political and economic events, and recent studies, published from 2020, which relate the pandemic aspects and teaching. Studies 2 and 3, with a quantitative, transversal and correlational method, resulted from an online survey, in which 304 teachers of basic education in Rio Grande do Sul participated. Teachers answered a sociodemographic data questionnaire, the Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) and the Work Design Questionnaire (WDQ). Data derived from empirical studies were subjected to descriptive statistics, Spearmann correlation analyses, and Mann Whitney and Kruskall Wallis U tests for comparison by groups. From Study 1, organizational factors at a macrosocial level were identified, which threaten the physical and emotional well-being of teachers in carrying out their work, and which intensified with the changes imposed by the COVID-19 pandemic. The results of Studies 2 and 3 indicated a negative perception of teachers in relation to the characteristics of their work context, higher levels of burnout in teachers who already had a diagnosis of mental disorder, and differences in the perceptions of work characteristics and burnout levels, among teachers working in early childhood education and in the final years of elementary and high school. Correlations were identified between the characteristics of work and the dimensions of Burnout Syndrome. It is concluded that interventions aimed at promoting mental health in teaching are necessary, which will only be effective from changes in the organization of work, considering the characteristics and specificities of each performance context and level of education. |
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2022-07-04T11:43:14Z2022-07-04T11:43:14Z2022-05-26http://repositorio.ufsm.br/handle/1/25172Emergency Remote Teaching, adopted to enable the continuity of educational activities in the face of measures to combat the spread of the COVID-19 virus, caused a series of changes in the characteristics of teaching, due to the imposition of telework. This scenario contributed to the worsening of the mental health conditions of teachers, who constitute one of the professional categories most affected by occupational diseases. Therefore, this study aimed to evaluate the relationship between the characteristics of telework and Burnout syndrome in elementary school teachers in the State of Rio Grande do Sul during the COVID-19 pandemic. For that, three studies were carried out. In study 1, the method adopted was the narrative review of literature, through the construction of a theoretical-analytical framework, publications on the structural aspects of teaching in basic education, considering sociohistorical, political and economic events, and recent studies, published from 2020, which relate the pandemic aspects and teaching. Studies 2 and 3, with a quantitative, transversal and correlational method, resulted from an online survey, in which 304 teachers of basic education in Rio Grande do Sul participated. Teachers answered a sociodemographic data questionnaire, the Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) and the Work Design Questionnaire (WDQ). Data derived from empirical studies were subjected to descriptive statistics, Spearmann correlation analyses, and Mann Whitney and Kruskall Wallis U tests for comparison by groups. From Study 1, organizational factors at a macrosocial level were identified, which threaten the physical and emotional well-being of teachers in carrying out their work, and which intensified with the changes imposed by the COVID-19 pandemic. The results of Studies 2 and 3 indicated a negative perception of teachers in relation to the characteristics of their work context, higher levels of burnout in teachers who already had a diagnosis of mental disorder, and differences in the perceptions of work characteristics and burnout levels, among teachers working in early childhood education and in the final years of elementary and high school. Correlations were identified between the characteristics of work and the dimensions of Burnout Syndrome. It is concluded that interventions aimed at promoting mental health in teaching are necessary, which will only be effective from changes in the organization of work, considering the characteristics and specificities of each performance context and level of education.O Ensino Remoto Emergencial, adotado para viabilizar a continuidade das atividades educacionais frente às medidas de combate à propagação do vírus da COVID-19, provocou uma série de modificações nas características do trabalho docente, pela imposição do teletrabalho. Esse cenário contribuiu no agravo das condições de saúde mental dos professores, que constituem uma das categorias profissionais mais acometidas por doenças ocupacionais. Diante disso, este estudo objetivou avaliar a relação entre as características do teletrabalho e a síndrome de Burnout em professores de educação básica do Estado do Rio Grande do Sul, durante a pandemia da COVID-19. Para tanto, três estudos foram realizados. No estudo 1, o método adotado foi a revisão narrativa de literatura, por meio da construção de um referencial teórico-analítico de publicações sobre os aspectos estruturais do trabalho docente na educação básica, considerando eventos sociohistóricos, políticos e econômicos, e de estudos recentes, publicados a partir de 2020, que relacionam os aspectos pandemia e o trabalho docente. Os Estudos 2 e 3, de método quantitativo, transversal e correlacional, resultaram de uma pesquisa on-line, em que participaram 304 professores de educação básica do Rio Grande do Sul. Os professores responderam um questionário de dados sociodemográficos, o Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) e o Work Design Questionnaire (WDQ). Os dados derivados dos estudos empíricos foram submetidos à estatística descritiva, análises de correlação de Spearmann, e os testes U de Mann Whitney e Kruskall Wallis de comparação por grupos. A partir do Estudo 1, identificou-se fatores organizacionais de nível macrossocial, que ameaçam o bem-estar físico e emocional dos professores na realização do seu trabalho, e que se intensificaram com as mudanças impostas pela pandemia da COVID-19. Os resultados dos Estudos 2 e 3, indicaram uma percepção negativa dos docentes em relação às características do seu contexto de trabalho, níveis mais altos de burnout em professores que já apresentavam algum diagnóstico de transtorno mental, e diferenças nas percepções de características do trabalho e nos níveis de burnout, entre docentes que atuam na educação infantil e nos anos finais do ensino fundamental e médio. Foram identificadas correlações entre as características do trabalho e as dimensões da Síndrome de Burnout. Conclui-se que são necessárias intervenções que visem à promoção de saúde mental no trabalho docente, que só serão efetivas a partir de modificações na organização do trabalho, considerando as características e especificidades de cada contexto de atuação e nível de ensino.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em PsicologiaUFSMBrasilPsicologiaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTrabalho docentePandemia de Covid-19Desenho do trabalhoTeletrabalhoSíndrome de BurnoutTeachingCovid-19 pandemicWork designTeleworkBurnout syndromeCNPQ::CIENCIAS HUMANAS::PSICOLOGIACaracterísticas do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19Characteristics of telework and burnout syndrome in basic education teachers during the Covid-19 pandemicinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPatias, Naiana Dapievehttp://lattes.cnpq.br/5582594075944887Siqueira, Aline CardosoMartins, Lara BarrosOliveira, Clarissa Tochetto dehttp://lattes.cnpq.br/5877433083681344Coelho, Elenise Abreu7007000000016006006006006006001f9c45b4-6595-496d-a991-1297ca11afdb73eb3e00-e825-4870-8820-4ca7f01cbc6f31ca2509-c90e-4ebc-afc0-3e6d8f706d1053314cc3-6f21-4e5b-be44-acb932cfb13ede383890-2392-42cb-bb50-41a9caf7245freponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPSICOLOGIA_2022_COELHO_ELENISE.pdfDIS_PPGPSICOLOGIA_2022_COELHO_ELENISE.pdfDissertação de Mestradoapplication/pdf2199679http://repositorio.ufsm.br/bitstream/1/25172/1/DIS_PPGPSICOLOGIA_2022_COELHO_ELENISE.pdf42d8d42250bc143a874dd4446d00fffdMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
dc.title.alternative.eng.fl_str_mv |
Characteristics of telework and burnout syndrome in basic education teachers during the Covid-19 pandemic |
title |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
spellingShingle |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 Coelho, Elenise Abreu Trabalho docente Pandemia de Covid-19 Desenho do trabalho Teletrabalho Síndrome de Burnout Teaching Covid-19 pandemic Work design Telework Burnout syndrome CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
title_full |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
title_fullStr |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
title_full_unstemmed |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
title_sort |
Características do teletrabalho e síndrome de burnout em professores da educação básica durante a pandemia da Covid-19 |
author |
Coelho, Elenise Abreu |
author_facet |
Coelho, Elenise Abreu |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Patias, Naiana Dapieve |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5582594075944887 |
dc.contributor.advisor-co1.fl_str_mv |
Siqueira, Aline Cardoso |
dc.contributor.referee1.fl_str_mv |
Martins, Lara Barros |
dc.contributor.referee2.fl_str_mv |
Oliveira, Clarissa Tochetto de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5877433083681344 |
dc.contributor.author.fl_str_mv |
Coelho, Elenise Abreu |
contributor_str_mv |
Patias, Naiana Dapieve Siqueira, Aline Cardoso Martins, Lara Barros Oliveira, Clarissa Tochetto de |
dc.subject.por.fl_str_mv |
Trabalho docente Pandemia de Covid-19 Desenho do trabalho Teletrabalho Síndrome de Burnout |
topic |
Trabalho docente Pandemia de Covid-19 Desenho do trabalho Teletrabalho Síndrome de Burnout Teaching Covid-19 pandemic Work design Telework Burnout syndrome CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Teaching Covid-19 pandemic Work design Telework Burnout syndrome |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
Emergency Remote Teaching, adopted to enable the continuity of educational activities in the face of measures to combat the spread of the COVID-19 virus, caused a series of changes in the characteristics of teaching, due to the imposition of telework. This scenario contributed to the worsening of the mental health conditions of teachers, who constitute one of the professional categories most affected by occupational diseases. Therefore, this study aimed to evaluate the relationship between the characteristics of telework and Burnout syndrome in elementary school teachers in the State of Rio Grande do Sul during the COVID-19 pandemic. For that, three studies were carried out. In study 1, the method adopted was the narrative review of literature, through the construction of a theoretical-analytical framework, publications on the structural aspects of teaching in basic education, considering sociohistorical, political and economic events, and recent studies, published from 2020, which relate the pandemic aspects and teaching. Studies 2 and 3, with a quantitative, transversal and correlational method, resulted from an online survey, in which 304 teachers of basic education in Rio Grande do Sul participated. Teachers answered a sociodemographic data questionnaire, the Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo (CESQT) and the Work Design Questionnaire (WDQ). Data derived from empirical studies were subjected to descriptive statistics, Spearmann correlation analyses, and Mann Whitney and Kruskall Wallis U tests for comparison by groups. From Study 1, organizational factors at a macrosocial level were identified, which threaten the physical and emotional well-being of teachers in carrying out their work, and which intensified with the changes imposed by the COVID-19 pandemic. The results of Studies 2 and 3 indicated a negative perception of teachers in relation to the characteristics of their work context, higher levels of burnout in teachers who already had a diagnosis of mental disorder, and differences in the perceptions of work characteristics and burnout levels, among teachers working in early childhood education and in the final years of elementary and high school. Correlations were identified between the characteristics of work and the dimensions of Burnout Syndrome. It is concluded that interventions aimed at promoting mental health in teaching are necessary, which will only be effective from changes in the organization of work, considering the characteristics and specificities of each performance context and level of education. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-04T11:43:14Z |
dc.date.available.fl_str_mv |
2022-07-04T11:43:14Z |
dc.date.issued.fl_str_mv |
2022-05-26 |
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http://repositorio.ufsm.br/handle/1/25172 |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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Brasil |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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