Síndrome de burnout em professores universitários
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2014
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Este trabalho teve como objetivo verificar a incidência de docentes que apresentam a Síndrome de Burnout (SB) verificando as três dimensões, Exaustão Emocional (EE), Despersonalização (DP) e Realização Profissional (RP) entre professores universitários que estão inseridos em pós-graduação e os que não estão inseridos, bem como verificar a relação de dados sócio demográficos além de fatores laborais utilizando o Maslach Burnout Inventory - MBI. Foram respondidos 44 questionários e devolvidos, sendo que 24 (54,4%) eram do sexo feminino, havendo uma concentração maior de docentes com idades entre 25 e 35 anos, (36) 81,8% tinham pouco tempo de profissão docente como também 29 (65,9%) exerciam atividades fora da instituição pesquisada. Foi observado que os docentes que estavam inseridos em pós graduação apresentaram maiores pontuações na dimensão Exaustão Emocional e uma concentração maior de docentes que não estavam inseridos em pós graduação com níveis baixos na dimensão Realização Profissional. Já para a dimensão Despersonalização não houve diferença significativa entre os dois grupos. Verificou-se também que as mulheres apresentaram altas pontuações na dimensão Exaustão Emocional e baixas pontuações na dimensão Realização Profissional, quanto a dimensão Despersonalização os homens foi quem apresentaram maiores pontuações. Além disso, 1 (2,3%) docente com menor faixa etária apresentou Burnout. Os resultados do estudo demonstraram um desgaste maior em docentes que estavam inseridos em PPG e um aumento de baixa estima, sentimento de negatividade em docentes que já haviam concluído o PPG, ou seja, a Síndrome de Burnout está incluída em indivíduos que fazem pós graduação ou não. Assim, existe a necessidade um estudo mais detalhado sobre a Síndrome de Burnout em professores universitários e de como estes podem superá-la.
This study aimed to determine the incidence of teachers who have the Burnout Syndrome (SB) checking the three dimensions, Emotional Exhaustion (EE), depersonalization (DP) and professional fulfillment (RP) between university professors who are included in graduate and those who are not entered, and to verify the socio demographic data rate plus labor factors using the Maslach Burnout Inventory - MBI. 44 questionnaires were completed and returned, with 24 (54.4%) were female, with a higher concentration of teachers aged 25 to 35, (36) 81.8% had little time teaching profession as well 29 (65.9%) had activities outside the research institution. It was observed that teachers who were placed in graduate had higher scores on the Emotional Exhaustion scale and a higher concentration of teachers who were not included in graduate with low levels in the dimension professional fulfillment. As for the depersonalization dimension there was no significant difference between the two groups. It was also found that women had high scores in the dimension Emotional Exhaustion and low scores in the dimension professional fulfillment, as the size Depersonalization men was who had higher scores. In addition, 1 (2.3%) teaching a younger age presented Burnout. The results of the study showed increased wear on teachers who were placed in PPG and an increase in low esteem, feelings of negativity teachers who had already finished PPG, in the burnout syndrome is included in individuals who graduate or do not. Thus, there is a need a more detailed study of the Burnout Syndrome in academics and how they can overcome it.
This study aimed to determine the incidence of teachers who have the Burnout Syndrome (SB) checking the three dimensions, Emotional Exhaustion (EE), depersonalization (DP) and professional fulfillment (RP) between university professors who are included in graduate and those who are not entered, and to verify the socio demographic data rate plus labor factors using the Maslach Burnout Inventory - MBI. 44 questionnaires were completed and returned, with 24 (54.4%) were female, with a higher concentration of teachers aged 25 to 35, (36) 81.8% had little time teaching profession as well 29 (65.9%) had activities outside the research institution. It was observed that teachers who were placed in graduate had higher scores on the Emotional Exhaustion scale and a higher concentration of teachers who were not included in graduate with low levels in the dimension professional fulfillment. As for the depersonalization dimension there was no significant difference between the two groups. It was also found that women had high scores in the dimension Emotional Exhaustion and low scores in the dimension professional fulfillment, as the size Depersonalization men was who had higher scores. In addition, 1 (2.3%) teaching a younger age presented Burnout. The results of the study showed increased wear on teachers who were placed in PPG and an increase in low esteem, feelings of negativity teachers who had already finished PPG, in the burnout syndrome is included in individuals who graduate or do not. Thus, there is a need a more detailed study of the Burnout Syndrome in academics and how they can overcome it.
Descrição
Orientação: Suenny Fonsêca de Oliveira ; co-orientação: Leonardo Manuel das Neves Rocha
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, BURNOUT, BURNOUT, ENSINO SUPERIOR, HIGHER EDUCATION, ESTUDOS PÓS-GRADUADOS, POSTGRADUATE STUDIES, PROFESSORES UNIVERSITÁRIOS, PROFESSORS, PROFESSORES, TEACHERS