O estresse ocupacional do professor do ensino superior: a relação entre os sintomas de estresse e a atividade docente em duas instituições de ensino superior da cidade de Teresina-pi
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2010
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Com a globalização e as mudanças provenientes da mesma, o ser humano vem sofrendo com o
estresse ao tentar se adaptar e acompanhar tais acontecimentos seja no âmbito familiar, social, afetivo
e profissional. Para desempenhar as funções docentes do ensino superior, são exigidas diversas
condições, e o professor sofre um desgaste físico e psicológico ao tentar suprir determinadas
demandas, o que em muitos casos, ocasiona o estresse ocupacional. Com o propósito de aprofundar
conhecimentos sobre a relação existente entre o estresse e a atividade docente, fizemos o seguinte
questionamento: quais os sintomas de estresse apresentados em professores do ensino superior? Com
Objetivo geral de estudar os sintomas e níveis de estresse, relacionando-os à carreira docente do
ensino superior, com as variáveis: regime de trabalho, vínculo institucional, idade, sexo, tempo de
trabalho, tipo de IES, em uma população específica pertencente a duas Instituições de Ensino Superior
-IES da cidade de Teresina, Estado do Piauí- Brasil, sendo uma pública e uma privada. Visando atingir
os objetivos propostos, utilizamos da metodologia de caráter exploratório e descritivo, com abordagem
quantitativa dos dados recorrendo à estatística descritiva. O instrumento de coleta de dados utilizado
foi o “Inventário de Sintomas de Stress Lipp – ISSL” da autora Marilda Lipp (2000), aplicado em uma
amostra de cem (100) professores, com idade entre 22 e 55 anos de idade. Mediante a análise dos
dados, pode-se verificar que apesar das diferenças existentes entre IES públicas e privadas, a maioria
dos resultados foram semelhantes. Em ambas as IES houve presença de estresse nos docentes,
prevalecendo a fase de alerta, logo após a fase de resistência, em seguida a fase de quaseexaustão,Houve um predomínio de sintomas psicológicos, onde na IES privada se destacam: aumento
súbito de motivação e entusiasmo súbito. E como sintomas físicos: boca seca e nó no estômago. Na
IES públicas os sintomas psicológicos foram: entusiasmo súbito e aumento súbito de motivação. E
físicos: tensão muscular e nó no estômago. Em relação as co-variáveis que apresentaram maior relação
com o estresse pode-se apresentar na IES privada o sexo masculino e feminino possuem a mesma
representatividade, a faixa etária de 31 a 39 anos, estado civil casado, tempo de serviço de 7 a 13 anos,
jornada de trabalho integral e vínculo efetivo. Já na IES pública verifica-se relação com o sexo
feminino, idade variando de 31 a 39 anos, estado civil solteiro, tempo de serviço de 7 a 13 anos,
jornada de trabalho parcial e vínculo substituto. De acordo com o que foi analisado, percebe-se que os
docentes do ensino superior, independente do tipo de IES ao qual estão vinculados, estão sujeitos ao
estresse e que estes não devem ser responsabilizados pelo mesmo, nem por adoção de medidas
preventivas, visto que toda a IES sofre as conseqüências, e tem condições de auxiliar o professor com
situações preventivas, de controle a partir do conhecimento, interpretação e mudança de hábitos do
professor no ambiente universitário.
With globalization and its changes, the human being has suffered from stress while trying to adapt and monitor such events, within family, social, emotional or professional scope. To play as teacher in higher education, they are required various conditions and the teacher suffers physical and psychological wear trying to meet certain demands, which in many cases leads to occupational stress.Aiming to deepen knowledge about the relationship between stress and teaching activities, we made the following question: what are the symptoms of stress presented by higher education teachers? With the general objective of study the symptoms and the stress levels, linking them to the teaching career in higher education, using the following variables: working regime, institutional link, age, sex, working time, type of HEI, in a specific population belongs to two Higher Education Institutions HEI - of Teresina, Piauí, Brazil, one public and one private. Aiming to achieve the proposed objectives, we used a exploratory - descriptive study, with quantitative approach of data using graphs and tables. The data collection instrument used was the "Lipp Stress Symptoms Inventory - ISSL" by the author Marilda Lipp (2000), applied to a sample of a hundred (100) teachers, between 22 and 55 years of age. Through data analysis, despite the differences between public and private HEIs, we can see that the most results were similar. In both HEIs, the results revealed that the alert phase of stress had prevailed, followed by resistance and almost-exhaustion phases. A small number presented stress in exhaustion phase and another group did not present stress. There was a predominance of psychological symptoms, which in private HEIs stands out: increase of motivation and enthusiasm suddenly. And as physical symptoms: dry mouth and stomached. In public HEI, psychological symptoms were sudden enthusiasm and increse of motivation. And physical symptoms: muscle tension and stomached. In relation to the co-variables that showed a greater relationship with stress, in private HEIs males and females have the same representation, between 31-39 years, married, working time of 7-13 years, full working day and effective link. Already in public HEIs, female, between 31-39 years, unmarried, working time of 7-13 years, partial working day and substitute link had prevailed. According to analysis, we find that teachers in higher education, regardless of the HEI to which they are linked, are subject to stress. And they should not be blamed for the onset of stress, neither by adopting preventive measures, since all the HEI suffers the consequences, and it is able to help teachers with preventive measures based on the knowledge, interpretation and change habits of the teacher in the university environment.
With globalization and its changes, the human being has suffered from stress while trying to adapt and monitor such events, within family, social, emotional or professional scope. To play as teacher in higher education, they are required various conditions and the teacher suffers physical and psychological wear trying to meet certain demands, which in many cases leads to occupational stress.Aiming to deepen knowledge about the relationship between stress and teaching activities, we made the following question: what are the symptoms of stress presented by higher education teachers? With the general objective of study the symptoms and the stress levels, linking them to the teaching career in higher education, using the following variables: working regime, institutional link, age, sex, working time, type of HEI, in a specific population belongs to two Higher Education Institutions HEI - of Teresina, Piauí, Brazil, one public and one private. Aiming to achieve the proposed objectives, we used a exploratory - descriptive study, with quantitative approach of data using graphs and tables. The data collection instrument used was the "Lipp Stress Symptoms Inventory - ISSL" by the author Marilda Lipp (2000), applied to a sample of a hundred (100) teachers, between 22 and 55 years of age. Through data analysis, despite the differences between public and private HEIs, we can see that the most results were similar. In both HEIs, the results revealed that the alert phase of stress had prevailed, followed by resistance and almost-exhaustion phases. A small number presented stress in exhaustion phase and another group did not present stress. There was a predominance of psychological symptoms, which in private HEIs stands out: increase of motivation and enthusiasm suddenly. And as physical symptoms: dry mouth and stomached. In public HEI, psychological symptoms were sudden enthusiasm and increse of motivation. And physical symptoms: muscle tension and stomached. In relation to the co-variables that showed a greater relationship with stress, in private HEIs males and females have the same representation, between 31-39 years, married, working time of 7-13 years, full working day and effective link. Already in public HEIs, female, between 31-39 years, unmarried, working time of 7-13 years, partial working day and substitute link had prevailed. According to analysis, we find that teachers in higher education, regardless of the HEI to which they are linked, are subject to stress. And they should not be blamed for the onset of stress, neither by adopting preventive measures, since all the HEI suffers the consequences, and it is able to help teachers with preventive measures based on the knowledge, interpretation and change habits of the teacher in the university environment.
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Orientação: Óscar Conceição de Sousa
Palavras-chave
EDUCAÇÃO, PROFESSORES, ENSINO SUPERIOR, STRESS OCUPACIONAL, BRASIL, EDUCATION, TEACHERS, HIGHER EDUCATION, OCCUPATIONAL STRESS, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO