Percorrer por autor "Mota, Ana Isabel"

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    Burnout in portuguese teachers : a systematic review
    (Edições Universitárias Lusófonas, 2021) Mota, Ana Isabel; Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    Teachers are one of the professional classes most vulnerable to emotional instability and fatigue associated with their professional activity. The present study is a systematic review about burnout in Portuguese teachers and has two main objectives. The first is to understand the state of the art of the burnout phenomenon in Portuguese teachers from basic education to secondary education. The second is to analyze the types of variables considered in the exploration and understanding of the burnout phenomenon, from a three-dimensional structure: personal, organizational, and classroom. Results show that the set of personal and organizational variables are the most frequently analyzed in studies on burnout in teachers. Nevertheless, the results of the analyzed studies are unclear and inconsistent, highlighting the need for further studies that allow to clarify the role of different variables on burnout in Portuguese teachers. More studies are needed to determine the actual extent of burnout and, consequently, to design educational and psychological interventions to support teachers.
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    Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
    (Edições Universitárias Lusófonas, 2021-06-29) Mota, Ana Isabel; Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.