Síndrome de burnout em professores universitários
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2012
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A presente investigação teve como objetivo conhecer a Síndrome de Burnout em
Professores do Ensino Superior, bem como identificar qual a influência das variáveis
sociodemográficas, situacionais e de interação social, como sendo determinantes do fenómeno de Burnout relativamente às suas três dimensões, no modelo proposto por Maslach.
Foram preenchidos 127 questionários, distribuídos por várias faculdades a nível nacional, tendo sido utilizado para este estudo o inventário de Burnout de Maslach (Maslach
Burnout Inventory - MBI). Destes 127 professores, 58 são do sexo feminino (45,7 %) e 69 do
sexo masculino (54,3 %) com idade mínima de 26 e máxima de 76, cuja média se situa nos
45,5 (M= 45,54; DP= 8,708).
Constatou-se que no grupo das variáveis sociodemográficas, apenas a variável
“habilitações literárias”, apresenta diferenças estatisticamente significativas. No grupo das
variáveis situacionais, verificaram-se diferenças estatisticamente significativas nas variáveis
“leciona em horário diurno e/ou noturno”, “número de horas despendidas na preparação de
aulas/correção de trabalhos” e na variável “têm outra atividade profissional para além da atividade docente”. Também apresenta diferenças estatisticamente significativas a variável de
interação social, “horas dedicadas a atividades de lazer e convívio”.
The present investigation aimed at knowing about the Burnout Syndrome among Higher Education Teachers, as well as at identifying what kind of influence have the sociodemographic, situational and social interaction variables as a cause of the Burnout phenomenon in relation to its three dimensions, on the model proposed by Maslach. 127 questionnaires have been filled in, distributed by several universities all over the country. The Maslach Burnout Inventory has been used for the purpose of this study. Concerning these 127 teachers, 58 are female (45,7%) and 69 are male (54,3%), aged from 26 to 76. The arithmetic mean of the ages is about 45,5 (arithmetic mean= 45,54; standard deviation= 8,708). On the sociodemographic variables group, it has been noticed that only the academic qualifications variable shows statistically significant differences. On the situational variables group, statistically significant differences have been noticed on the following variables: “teaching hours”, “time consumed on class preparation/test marking” and “having another professional activity beyond teaching”. The social interaction variable also shows statistically significant differences in relation to leisure/social intercourse activities.
The present investigation aimed at knowing about the Burnout Syndrome among Higher Education Teachers, as well as at identifying what kind of influence have the sociodemographic, situational and social interaction variables as a cause of the Burnout phenomenon in relation to its three dimensions, on the model proposed by Maslach. 127 questionnaires have been filled in, distributed by several universities all over the country. The Maslach Burnout Inventory has been used for the purpose of this study. Concerning these 127 teachers, 58 are female (45,7%) and 69 are male (54,3%), aged from 26 to 76. The arithmetic mean of the ages is about 45,5 (arithmetic mean= 45,54; standard deviation= 8,708). On the sociodemographic variables group, it has been noticed that only the academic qualifications variable shows statistically significant differences. On the situational variables group, statistically significant differences have been noticed on the following variables: “teaching hours”, “time consumed on class preparation/test marking” and “having another professional activity beyond teaching”. The social interaction variable also shows statistically significant differences in relation to leisure/social intercourse activities.
Descrição
Orientação : Susana Bento Martins
Palavras-chave
PSICOLOGIA, BURNOUT, PROFESSORES, PSYCHOLOGY, BURNOUT, TEACHERS, MESTRADO EM PSICOLOGIA DO TRABALHO EM CONTEXTOS INTERNACIONAIS E INTERCULTURAIS, PROFESSORES UNIVERSITÁRIOS, PROFESSORS