Efeitos do estresse, da sonolência e dos distúrbios do sono nas práticas de docentes do ensino fundamental
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2015
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A rotina pós-moderna dos professores, pautada por ritmos de trabalho excessivo, pela existência de tensão na comunidade educativa, pela indisciplina crescente dentro da sala de aula e pelas dificuldades de aprendizagem dos alunos, tem sido a grande responsável por perturbações e doenças nesta classe profisisonal. O estresse e os distúrbios do sono têm sido, consistentemente, associados a uma queda do rendimento profissional dos professores. Assim, o objetivo geral do presente estudo, que privilegiou uma abordagem quantitativa, consistiu em analisar os efeitos do estresse, da sonolência e dos distúrbios do sono do professor na qualidade das práticas pedagógicas, em comunidade escolar, segundo as perceções de docentes do Ensino Fundamental, da rede municipal de Belém de Maria, Pernambuco. A amostra não probabilística é constituída por 91 professores a lecionarem no Ensino Fundamental. A operacionalização das variáveis foi realizada através do Inventário de Sintomas de Stress de Lipp (2000), adaptado e aplicado num inquérito por questionário, construído para o efeito, com questões sociodemográficas, questões para avaliar o grau de sonolência e distúrbios do sono e questões sobre os efeitos na qualidade das práticas. Na análise considerou-se a influência de algumas variáveis sociodemográficas (sexo, idade e tempo de serviço), nas variáveis supramencionadas. Os resultados comprovam que a maioria dos inquiridos apresenta algum tipo de sintomatologia associada ao estresse, mais acentuada nos inquiridos femininos e nos que têm mais tempo de serviço. O mesmo sucede com a sonolência e os distúrbios do sono, que ocorrem em todos os níveis etários, independentemente do tempo de serviço do professor. Os docentes percepcionam os efeitos negativos na qualidade das práticas pedagógicas, devido a um desempenho menos atento e eficaz. Por último, é de assinalar que os fatores mitigadores do estresse mais realçados foram a supervisão e a orientação pedagógica, assim como o trabalho colaborativo entre professores.
Teacher’s post-modern routines, generally characterized by an excessive workload, tension in the education community, growing indiscipline among students and students learning difficulties, has been among the biggest responsible for teachers health problems. Stress and sleep disorders have consistently been shown to relate with teachers low professional performance. The present study main objective, in which a quantitative approach was privileged, was to examine stress, sleep disorders and sleepiness effects in teaching practices quality from the point of view of primary school teachers, from Belém de Maria, Pernambuco municipality. The non-probabilistic sample includes 91 primary teachers. The variables were assessed using the Lipp Stress Symptoms Inventory (2000), adapted and used with a questionnaire made for this purpose, which contains sociodemographic questions, sleepiness and sleep disorders symptoms assessment questions and questions about the effects of the previous in daily teaching practices. Additionally, the influence of gender, age, and years of teaching on the above-mentioned variables was also examined. Results suggest that, on the one hand, most teachers present stress symptoms and, on the other hand they are more severe in females and in those with more teaching years’ experience. Regarding sleepiness and sleep disorders symptoms, it has been observed that, independently of their age and years of teaching, for most teachers those are a daily presence. Teachers stressed the negative effects of those variables in daily teaching practices, especially in terms of attention and efficacy. Finally, the stress mitigation factors more frequently highlighted were pedagogical supervision/orientation and collaborative teaching among teachers.
Teacher’s post-modern routines, generally characterized by an excessive workload, tension in the education community, growing indiscipline among students and students learning difficulties, has been among the biggest responsible for teachers health problems. Stress and sleep disorders have consistently been shown to relate with teachers low professional performance. The present study main objective, in which a quantitative approach was privileged, was to examine stress, sleep disorders and sleepiness effects in teaching practices quality from the point of view of primary school teachers, from Belém de Maria, Pernambuco municipality. The non-probabilistic sample includes 91 primary teachers. The variables were assessed using the Lipp Stress Symptoms Inventory (2000), adapted and used with a questionnaire made for this purpose, which contains sociodemographic questions, sleepiness and sleep disorders symptoms assessment questions and questions about the effects of the previous in daily teaching practices. Additionally, the influence of gender, age, and years of teaching on the above-mentioned variables was also examined. Results suggest that, on the one hand, most teachers present stress symptoms and, on the other hand they are more severe in females and in those with more teaching years’ experience. Regarding sleepiness and sleep disorders symptoms, it has been observed that, independently of their age and years of teaching, for most teachers those are a daily presence. Teachers stressed the negative effects of those variables in daily teaching practices, especially in terms of attention and efficacy. Finally, the stress mitigation factors more frequently highlighted were pedagogical supervision/orientation and collaborative teaching among teachers.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, PROFESSORES, TEACHERS, STRESS, STRESS, PERTURBAÇÕES DO SONO, SLEEP DISORDERS, ENSINO BÁSICO, PRIMARY EDUCATION