Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1027 |
Resumo: | The Burnout Syndrome is defined as Professional Exhaustion Syndrome, a psychosocial phenomenon directly related to the employment situation, of extreme relevance, because it is associated with the emergence of psychological and physical problems, affecting professionals from different areas, mainly teachers. Another point that has equally been raising questions in education researchers is self-efficacy, which when discussed in the teaching profession, refers to how much the teachers believe they can accomplish the tasks connected with academic success of students, and also deal with barriers and obstacles. This dissertation consisted itself of three studies and sought to verify possible associations between Self-Efficacy and Burnout in higher education teachers. The studies “I” and “II” refer to bibliographic surveys whose approaches were respectively to analyze the national scientific production about Burnout Syndrome in Brazilian teachers and Self-efficacy in teaching work based on the Cognitive Social Theory. In the third study were investigated the possible correlations between the beliefs of Self-efficacy and Burnout Syndrome in higher education teachers. From the first study it was possible to verify that the majority of the publications proposed to evaluate the incidence of Burnout Syndrome in the teachers. For such, international scales were used for this purpose and it is recommended the creation and validation of a national scale to measure the incidence of Burnout that considers the Brazilian reality of teachers. Also was observed the attempts to raise the causes of Burnout Syndrome through studies, correlating it with other constructs and variables. The results of the second study showed that there is a prevalence of articles seeking to evaluate self-efficacy in teachers, mainly associating it with factors related to their satisfaction and performance, besides factors related to the educational context. Only was found a study investigating the implications of self-efficacy in teacher illness, a fundamental factor in prevention and intervention in teacher health. Therefore, there is a need for new studies and discussions about self-efficacy in the academic context, since the subject is still little explored, mainly at the high level education, in order to better understand the role of beliefs of self-efficacy in educational environments. The results of the third study indicated the prevalence of Burnout Syndrome in 41.6% of teachers, affecting to a greater extent women and teachers with lower educational level, directly reflecting the increase in sick leave, since teachers with a prevalence of Burnout show greater fatigue, sleep disturbances, headaches and muscle aches in the neck, shoulder and back, as well as greater inability to relax, in addition to show great dismay, impatience and irritation. Stronger self-efficacy beliefs were also observed, but intense fatigue, sleep disturbances and despondency are related to the perception of Self-efficacy, that is, the lower the self-efficacy perceived, the greater the prevalence of these symptoms. It was possible to determine significant associations between the presence of Burnout and Self-efficacy, as well as moderate inverse correlations between Teaching Self-efficacy and Burnout, indicating that the lower the perceived self-efficacy, the greater the Burnout propensity. It is hoped that studies with this purpose may contribute with explanations that favor the recognition of the interferences of the beliefs of self-efficacy in the teaching work. |
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Murgo, Camélia SantinaPessoa, Alex Sandro GomesBatholomeu, Danielhttp://lattes.cnpq.br/9993701092475694Bernardini, Priscile2017-07-10T13:25:41Z2017-03-29BERNARDINI, Priscile. Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior. 2017. 102 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1027The Burnout Syndrome is defined as Professional Exhaustion Syndrome, a psychosocial phenomenon directly related to the employment situation, of extreme relevance, because it is associated with the emergence of psychological and physical problems, affecting professionals from different areas, mainly teachers. Another point that has equally been raising questions in education researchers is self-efficacy, which when discussed in the teaching profession, refers to how much the teachers believe they can accomplish the tasks connected with academic success of students, and also deal with barriers and obstacles. This dissertation consisted itself of three studies and sought to verify possible associations between Self-Efficacy and Burnout in higher education teachers. The studies “I” and “II” refer to bibliographic surveys whose approaches were respectively to analyze the national scientific production about Burnout Syndrome in Brazilian teachers and Self-efficacy in teaching work based on the Cognitive Social Theory. In the third study were investigated the possible correlations between the beliefs of Self-efficacy and Burnout Syndrome in higher education teachers. From the first study it was possible to verify that the majority of the publications proposed to evaluate the incidence of Burnout Syndrome in the teachers. For such, international scales were used for this purpose and it is recommended the creation and validation of a national scale to measure the incidence of Burnout that considers the Brazilian reality of teachers. Also was observed the attempts to raise the causes of Burnout Syndrome through studies, correlating it with other constructs and variables. The results of the second study showed that there is a prevalence of articles seeking to evaluate self-efficacy in teachers, mainly associating it with factors related to their satisfaction and performance, besides factors related to the educational context. Only was found a study investigating the implications of self-efficacy in teacher illness, a fundamental factor in prevention and intervention in teacher health. Therefore, there is a need for new studies and discussions about self-efficacy in the academic context, since the subject is still little explored, mainly at the high level education, in order to better understand the role of beliefs of self-efficacy in educational environments. The results of the third study indicated the prevalence of Burnout Syndrome in 41.6% of teachers, affecting to a greater extent women and teachers with lower educational level, directly reflecting the increase in sick leave, since teachers with a prevalence of Burnout show greater fatigue, sleep disturbances, headaches and muscle aches in the neck, shoulder and back, as well as greater inability to relax, in addition to show great dismay, impatience and irritation. Stronger self-efficacy beliefs were also observed, but intense fatigue, sleep disturbances and despondency are related to the perception of Self-efficacy, that is, the lower the self-efficacy perceived, the greater the prevalence of these symptoms. It was possible to determine significant associations between the presence of Burnout and Self-efficacy, as well as moderate inverse correlations between Teaching Self-efficacy and Burnout, indicating that the lower the perceived self-efficacy, the greater the Burnout propensity. It is hoped that studies with this purpose may contribute with explanations that favor the recognition of the interferences of the beliefs of self-efficacy in the teaching work.A Síndrome de Burnout é definida como Síndrome do Esgotamento Profissional, um fenômeno psicossocial relacionado à situação laboral, associada ao surgimento de problemas psicológicos e físicos, afetando principalmente docentes. Outro construto pesquisado na educação é a autoeficácia, que quando discutida na profissão docente, refere-se ao quanto o professor acredita que pode realizar as tarefas ligadas ao sucesso acadêmico dos alunos e também lidar com barreiras e obstáculos. Esta dissertação constituiu-se de três estudos e pretendeu verificar as possíveis associações entre Autoeficácia e Burnout em professores do ensino superior. Os estudos I e II se referem a levantamentos bibliográficos cujos enfoques foram respectivamente analisar a produção científica nacional sobre a Síndrome de Burnout em docentes brasileiros e a Autoeficácia no trabalho docente fundamentada na Teoria Social Cognitiva. No terceiro estudo foram investigadas as possíveis correlações entre as crenças de Autoeficácia e a Síndrome de Burnout em professores do ensino superior. A partir do primeiro estudo foi possível verificar que a maioria das publicações se propôs a avaliar a incidência da Síndrome de Burnout nos docentes. Para tal foram utilizadas escalas internacionais, sendo recomendada a criação e validação de uma escala nacional para medir a incidência de Burnout que considere a realidade brasileira dos professores. Observaram-se ainda as tentativas de levantar as causas da Síndrome de Burnout através de estudos correlacionando-a a outros constructos e variáveis. Os resultados do segundo estudo mostraram que há uma prevalência de artigos buscando avaliar a autoeficácia em docentes principalmente associando-a a satisfação e desempenho, além de fatores relacionados ao contexto educacional. Encontrou-se apenas um estudo investigando as implicações da autoeficácia no adoecimento docente, fundamental na prevenção e intervenção na saúde do professor. Portanto, evidencia-se a necessidade de novos estudos e discussões sobre a autoeficácia no contexto acadêmico, pois a temática ainda é pouco explorada principalmente no nível superior, a fim de melhor compreender o papel das crenças de autoeficácia nos ambientes educacionais. Os resultados do terceiro estudo indicaram a prevalência da Síndrome de Burnout em 41,6% dos docentes, afetando em maior proporção as mulheres e docentes com menor escolaridade, refletindo diretamente no aumento de afastamento do trabalho por doença, visto que professores com prevalência de Burnout apresentam maior cansaço, distúrbios do sono, dores de cabeça e dores musculares no pescoço, ombro e dorso, assim como maior incapacidade de relaxar, além de demonstrarem grande desânimo, impaciência e irritação. Verificaram-se ainda crenças de autoeficácias fortalecidas, porém cansaço intenso, distúrbios do sono e desânimo estão relacionados com a percepção da Autoeficácia, ou seja, quanto menor a autoeficácia percebida, maior a prevalência destes sintomas. Foi possível determinar associações significativas entre a presença de Burnout e a Autoeficácia, assim como correlações inversas moderadas entre a Autoeficácia docente e Burnout, indicando que quanto menor a autoeficácia percebida, maior a propensão ao Burnout.Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T13:25:41Z No. of bitstreams: 2 Priscile Bernardini.pdf: 1235444 bytes, checksum: 879fd2a24ef8091a9b9af68cd771e6e2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-07-10T13:25:41Z (GMT). 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dc.title.por.fl_str_mv |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
dc.title.alternative.eng.fl_str_mv |
Correlational study about Self-efficacy and Burnout in teacher’s work in higher education |
title |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
spellingShingle |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior Bernardini, Priscile Burnout Autoeficácia Educação Ensino Superior Self-efficacy Education Higher Education. CIENCIAS HUMANAS::EDUCACAO |
title_short |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
title_full |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
title_fullStr |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
title_full_unstemmed |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
title_sort |
Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior |
author |
Bernardini, Priscile |
author_facet |
Bernardini, Priscile |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Murgo, Camélia Santina |
dc.contributor.referee1.fl_str_mv |
Pessoa, Alex Sandro Gomes |
dc.contributor.referee2.fl_str_mv |
Batholomeu, Daniel |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9993701092475694 |
dc.contributor.author.fl_str_mv |
Bernardini, Priscile |
contributor_str_mv |
Murgo, Camélia Santina Pessoa, Alex Sandro Gomes Batholomeu, Daniel |
dc.subject.por.fl_str_mv |
Burnout Autoeficácia Educação Ensino Superior |
topic |
Burnout Autoeficácia Educação Ensino Superior Self-efficacy Education Higher Education. CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Self-efficacy Education Higher Education. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The Burnout Syndrome is defined as Professional Exhaustion Syndrome, a psychosocial phenomenon directly related to the employment situation, of extreme relevance, because it is associated with the emergence of psychological and physical problems, affecting professionals from different areas, mainly teachers. Another point that has equally been raising questions in education researchers is self-efficacy, which when discussed in the teaching profession, refers to how much the teachers believe they can accomplish the tasks connected with academic success of students, and also deal with barriers and obstacles. This dissertation consisted itself of three studies and sought to verify possible associations between Self-Efficacy and Burnout in higher education teachers. The studies “I” and “II” refer to bibliographic surveys whose approaches were respectively to analyze the national scientific production about Burnout Syndrome in Brazilian teachers and Self-efficacy in teaching work based on the Cognitive Social Theory. In the third study were investigated the possible correlations between the beliefs of Self-efficacy and Burnout Syndrome in higher education teachers. From the first study it was possible to verify that the majority of the publications proposed to evaluate the incidence of Burnout Syndrome in the teachers. For such, international scales were used for this purpose and it is recommended the creation and validation of a national scale to measure the incidence of Burnout that considers the Brazilian reality of teachers. Also was observed the attempts to raise the causes of Burnout Syndrome through studies, correlating it with other constructs and variables. The results of the second study showed that there is a prevalence of articles seeking to evaluate self-efficacy in teachers, mainly associating it with factors related to their satisfaction and performance, besides factors related to the educational context. Only was found a study investigating the implications of self-efficacy in teacher illness, a fundamental factor in prevention and intervention in teacher health. Therefore, there is a need for new studies and discussions about self-efficacy in the academic context, since the subject is still little explored, mainly at the high level education, in order to better understand the role of beliefs of self-efficacy in educational environments. The results of the third study indicated the prevalence of Burnout Syndrome in 41.6% of teachers, affecting to a greater extent women and teachers with lower educational level, directly reflecting the increase in sick leave, since teachers with a prevalence of Burnout show greater fatigue, sleep disturbances, headaches and muscle aches in the neck, shoulder and back, as well as greater inability to relax, in addition to show great dismay, impatience and irritation. Stronger self-efficacy beliefs were also observed, but intense fatigue, sleep disturbances and despondency are related to the perception of Self-efficacy, that is, the lower the self-efficacy perceived, the greater the prevalence of these symptoms. It was possible to determine significant associations between the presence of Burnout and Self-efficacy, as well as moderate inverse correlations between Teaching Self-efficacy and Burnout, indicating that the lower the perceived self-efficacy, the greater the Burnout propensity. It is hoped that studies with this purpose may contribute with explanations that favor the recognition of the interferences of the beliefs of self-efficacy in the teaching work. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-07-10T13:25:41Z |
dc.date.issued.fl_str_mv |
2017-03-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
BERNARDINI, Priscile. Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior. 2017. 102 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1027 |
identifier_str_mv |
BERNARDINI, Priscile. Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior. 2017. 102 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1027 |
dc.language.iso.fl_str_mv |
por |
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por |
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2617564530193333365 |
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500 500 600 |
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2617564530193333365 |
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-240345818910352367 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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dc.publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UNOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
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Biblioteca Digital de Teses e Dissertações da UNOESTE |
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Biblioteca Digital de Teses e Dissertações da UNOESTE - Universidade do Oeste Paulista (UNOESTE) |
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bdtd@unoeste.br |
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