Prática docente associada à síndrome de Burnout

Abstract

Teachers are influenced by the educational reforms that come from current policies, which affect them negatively, generating work intensification and leaving them susceptible to Burnout Syndrome. The aim of this study was to evaluate Burnout Syndrome in primary and higher education teachers and compare which factors are associated with their development. A cross-sectional study was carried out with 171 primary and higher education teachers between 2017 and 2018. The Cuestionario para la evaluación del síndrome de quemarse por el trabajo was used to measure the syndrome. The results did not show significant differences of the Syndrome in relation to the two teaching classes. Of the associated factors, the variable "profession interference in quality of life" and "lack of support from the institution" showed a negative association for both classes. Factors such as "marital status" and "work link" have proved to be protective for higher education teachers. For elementary school teachers they associated themselves with "lack of peer support" and "problems with students". It is observed that there are problems in the two teaching classes that seem to differ on the cause, but that point to a same outcome, the worsening of the health of these professionals.